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Sample records for learning mathematical concepts

Concept mapping learning strategy to enhance students' mathematical connection ability

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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.
Structural Modeling for Influence of Mathematics Self-Concept, Motivation to Learn Mathematics and Self-Regulation Learning on Mathematics Academic Achievement

OpenAIRE

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...
Relationship between mathematical abstraction in learning parallel coordinates concept and performance in learning analytic geometry of pre-service mathematics teachers: an investigation

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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.
Incorporating Learning Motivation and Self-Concept in Mathematical Communicative Ability

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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 +…
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.
Improving students’ understanding of mathematical concept using maple

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Ningsih, Y. L.; Paradesa, R.

2018-01-01

This study aimed to improve students’ understanding of mathematical concept ability through implementation of using Maple in learning and expository learning. This study used a quasi-experimental research with pretest-posttest control group design. The sample on this study was 61 students in the second semester of Mathematics Education of Universitas PGRI Palembang, South Sumatera in academic year 2016/2017. The sample was divided into two classes, one class as the experiment class who using Maple in learning and the other class as a control class who received expository learning. Data were collective through the test of mathematical initial ability and mathematical concept understanding ability. Data were analyzed by t-test and two ways ANOVA. The results of this study showed (1) the improvement of students’ mathematical concept understanding ability who using Maple in learning is better than those who using expository learning; (2) there is no interaction between learning model and students’ mathematical initial ability toward the improvement of students’ understanding of mathematical concept ability.
Experimentation of cooperative learning model Numbered Heads Together (NHT) type by concept maps and Teams Games Tournament (TGT) by concept maps in terms of students logical mathematics intellegences

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Irawan, Adi; Mardiyana; Retno Sari Saputro, Dewi

2017-06-01

This research is aimed to find out the effect of learning model towards learning achievement in terms of students’ logical mathematics intelligences. The learning models that were compared were NHT by Concept Maps, TGT by Concept Maps, and Direct Learning model. This research was pseudo experimental by factorial design 3×3. The population of this research was all of the students of class XI Natural Sciences of Senior High School in all regency of Karanganyar in academic year 2016/2017. The conclusions of this research were: 1) the students’ achievements with NHT learning model by Concept Maps were better than students’ achievements with TGT model by Concept Maps and Direct Learning model. The students’ achievements with TGT model by Concept Maps were better than the students’ achievements with Direct Learning model. 2) The students’ achievements that exposed high logical mathematics intelligences were better than students’ medium and low logical mathematics intelligences. The students’ achievements that exposed medium logical mathematics intelligences were better than the students’ low logical mathematics intelligences. 3) Each of student logical mathematics intelligences with NHT learning model by Concept Maps has better achievement than students with TGT learning model by Concept Maps, students with NHT learning model by Concept Maps have better achievement than students with the direct learning model, and the students with TGT by Concept Maps learning model have better achievement than students with Direct Learning model. 4) Each of learning model, students who have logical mathematics intelligences have better achievement then students who have medium logical mathematics intelligences, and students who have medium logical mathematics intelligences have better achievement than students who have low logical mathematics intelligences.
EFFECTIVENESS OF COOPERATIVE LEARNING IN IMPROVING MATHEMATICAL CONCEPTS AMONG STUDENTS WITH MILD INTELLECTUAL DISABILITY

OpenAIRE

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...
The Impact of the Flipped Classroom on Mathematics Concept Learning in High School

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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…
THE EFFECT OF SELF-CONCEPT ON THE MATHEMATICS LEARNING ACHIEVEMENT

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Rosliana Siregar

2018-05-01

Full Text Available Abstract. This study aims to determine the effect of self-concepts on mathematics learning achievement of students of class X at State Senior High School 14 Medan. The population in this study is all students of class X State Senior High School 14 Medan which amounted to 304 students. Technique of sampling using technique of Proportionate Stratified Random Sampling counted 40 student for research sample. Data collection using questionnaire method and documentation method. Data analysis technique used is regression analysis, correlation analysis and t test with significance level of 5%. Testing data in this study using the help of SPSS 15 for Windows program for each test result. The results showed that there is a significant influence between self-concept and mathematics learning achievement obtained from the t count (3,572> t table (1.68, with a probability significance of 0.01 <0.05. The magnitude of the determination coefficient of 25.1%
Understanding Mathematic Concept in Relation and Function Method through Active Learning Type Group to Group Distributed LKS

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Kudri, F.; Rahmi, R.; Haryono, Y.

2018-04-01

This research is motivated by the lack of understanding of mathematical concepts students and teachers have not familiarize students discussed in groups. This researchaims to determine whether an understanding of mathematical concepts junior class VIII SMPN 2 in Ranah Batahan Kabupaten Pasaman Barat by applying active learning strategy group to group types with LKS better than conventional learning. The type of research is experimental the design of randomized trials on the subject. The population in the study were all students VIII SMPN 2 Ranah Batahan Kabupaten Pasaman Barat in year 2012/2013 which consists of our class room experiment to determine the grade and control class with do nerandomly, so that classes VIII1 elected as a experiment class and class VIII4 as a control class. The instruments used in the test empirically understanding mathematical concepts are shaped by the essay with rt=0,82 greater than rt=0,468 means reliable tests used. The data analysis technique used is the test with the help of MINITAB. Based on the results of the data analisis known that both of the sample are normal and homogenity in real rate α = 0,05, so the hypothesis of this research is received. So, it can be concluded students’ understanding mathematical concept applied the active Group to Group learning strategy with LKS is better than the students’ understanding mathematical concept with Conventional Learning.
Construction and reconstruction concept in mathematics instruction

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Mumu, Jeinne; Charitas Indra Prahmana, Rully; Tanujaya, Benidiktus

2017-12-01

The purpose of this paper is to describe two learning activities undertaken by lecturers, so that students can understand a mathematical concept. The mathematical concept studied in this research is the Vector Space in Linear Algebra instruction. Classroom Action Research used as a research method with pre-service mathematics teacher at University of Papua as the research subject. Student participants are divided into two parallel classes, 24 students in regular class, and remedial class consist of 18 students. Both approaches, construct and reconstruction concept, are implemented on both classes. The result shows that concept construction can only be done in regular class while in remedial class, learning with concept construction approach is not able to increase students' understanding on the concept taught. Understanding the concept of a student in a remedial class can only be carried out using the concept reconstruction approach.
Transformative Learning: Personal Empowerment in Learning Mathematics

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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…
The Psychological Basis of Learning Mathematics.

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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…
Mathematical Abstraction: Constructing Concept of Parallel Coordinates

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Nurhasanah, F.; Kusumah, Y. S.; Sabandar, J.; Suryadi, D.

2017-09-01

Mathematical abstraction is an important process in teaching and learning mathematics so pre-service mathematics teachers need to understand and experience this process. One of the theoretical-methodological frameworks for studying this process is Abstraction in Context (AiC). Based on this framework, abstraction process comprises of observable epistemic actions, Recognition, Building-With, Construction, and Consolidation called as RBC + C model. This study investigates and analyzes how pre-service mathematics teachers constructed and consolidated concept of Parallel Coordinates in a group discussion. It uses AiC framework for analyzing mathematical abstraction of a group of pre-service teachers consisted of four students in learning Parallel Coordinates concepts. The data were collected through video recording, students’ worksheet, test, and field notes. The result shows that the students’ prior knowledge related to concept of the Cartesian coordinate has significant role in the process of constructing Parallel Coordinates concept as a new knowledge. The consolidation process is influenced by the social interaction between group members. The abstraction process taken place in this group were dominated by empirical abstraction that emphasizes on the aspect of identifying characteristic of manipulated or imagined object during the process of recognizing and building-with.
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.
Integrated learning of mathematics, science and technology concepts through LEGO/Logo projects

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Wu, Lina

This dissertation examined integrated learning in the domains of mathematics, science and technology based on Piaget's constructivism, Papert's constructionism, and project-based approach to education. Ten fifth grade students were involved in a two-month long after school program where they designed and built their own computer-controlled LEGO/Logo projects that required the use of gears, ratios and motion concepts. The design of this study centered on three notions of integrated learning: (1) integration in terms of what educational materials/settings provide, (2) integration in terms of students' use of those materials, and (3) integration in the psychological sense. In terms of the first notion, the results generally showed that the LEGO/Logo environment supported the integrated learning of math, science and technology concepts. Regarding the second notion, the students all completed impressive projects of their own design. They successfully combined gears, motors, and LEGO parts together to create motion and writing control commands to manipulate the motion. But contrary to my initial expectations, their successful designs did not require numerical reasoning about ratios in designing effective gear systems. When they did reason about gear relationships, they worked with "qualitative" ratios, e.g., "a larger driver gear with a smaller driven gear increases the speed." In terms of the third notion of integrated learning, there was evidence in all four case study students of the psychological processes involved in linking mathematical, scientific, and/or technological concepts together to achieve new conceptual units. The students not only made connections between ideas and experiences, but also recognized decisive patterns and relationships in their project work. The students with stronger overall project performances showed more evidence of synthesis than the students with relatively weaker performances did. The findings support the conclusion that all three
Epistemologies, beliefs and conceptions of mathematics teaching and learning : the theory, and what is manifested in mathematics teacher's practices in England, France and Germany

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Pepin, B.; Hudson, B.; Buchberger, F.; Kansanen, P.

1999-01-01

This paper firstly explores the issues raised in the literature concerning epistemologies, beliefs and conceptions of mathematics and its teaching and learning. Secondly, it analyses the ways in which mathematics teachers’ classroom practices in England, France and Germany reflect teachers’ beliefs
Effects of Computer Graphics Types and Epistemological Beliefs on Students' Learning of Mathematical Concepts.

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Lin, Chi-Hui

2002-01-01

Describes a study that determined the implications of computer graphics types and epistemological beliefs with regard to the design of computer-based mathematical concept learning with elementary school students in Taiwan. Discusses the factor structure of the epistemological belief questionnaire, student performance, and students' attitudes…
Implementation of cooperative learning model type STAD with RME approach to understanding of mathematical concept student state junior high school in Pekanbaru

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Nurhayati, Dian Mita; Hartono

2017-05-01

This study aims to determine whether there is a difference in the ability of understanding the concept of mathematics between students who use cooperative learning model Student Teams Achievement Division type with Realistic Mathematic Education approach and students who use regular learning in seventh grade SMPN 35 Pekanbaru. This study was quasi experiments with Posttest-only Control Design. The populations in this research were all the seventh grade students in one of state junior high school in Pekanbaru. The samples were a class that is used as the experimental class and one other as the control class. The process of sampling is using purposive sampling technique. Retrieval of data in this study using the documentation, observation sheets, and test. The test use t-test formula to determine whether there is a difference in student's understanding of mathematical concepts. Before the t-test, should be used to test the homogeneity and normality. Based in the analysis of these data with t0 = 2.9 there is a difference in student's understanding of mathematical concepts between experimental and control class. Percentage of students experimental class with score more than 65 was 76.9% and 56.4% of students control class. Thus be concluded, the ability of understanding mathematical concepts students who use the cooperative learning model type STAD with RME approach better than students using the regular learning. So that cooperative learning model type STAD with RME approach is well used in learning process.

The learning evaluations of the concept function in the mathematical subject I

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Wilmer Valle Castañeda

2018-03-01

Full Text Available The evaluation must be one of the most complex tasks that teachers face today, both for the process itself and for having to issue an assessment about the achievements and deficiencies of the students. It is for them that techniques and instruments were developed, which allow the evaluation of the function concept in the Mathematics I subject´s. Methods of the theoretical level, of the empirical level such as the historical-logical analysis, the surveys, were used in the research carried out. The documentary analyses, as well as procedures such as the analysis - synthesis that made it possible to investigate the theoretical and practical fundament´s learning evaluation´s. The evaluation instruments presented allowed for the evaluation of the students in Mathematics I, less than one of the most important functions of the evaluation: the formative or educational function. These constituted a reference for the continuous improvement of student learning.
Learning mathematics concepts in a traditional socio-culture ...

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Abstract. This paper argues that each culture has its unique applications of mathematical concepts. It presents this argument by showing how the Great Zimbabwe Monument that was built between the 12th and 14th century applied some geometrical concepts that some secondary school students in Zimbabwe find difficult ...
Connecting mathematics learning through spatial reasoning

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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.
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....
Fundamental concepts of mathematics

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Goodstein, R L

Fundamental Concepts of Mathematics, 2nd Edition provides an account of some basic concepts in modern mathematics. The book is primarily intended for mathematics teachers and lay people who wants to improve their skills in mathematics. Among the concepts and problems presented in the book include the determination of which integral polynomials have integral solutions; sentence logic and informal set theory; and why four colors is enough to color a map. Unlike in the first edition, the second edition provides detailed solutions to exercises contained in the text. Mathematics teachers and people
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 enhancement of mathematical analogical reasoning ability of university students through concept attainment model

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Angraini, L. M.; Kusumah, Y. S.; Dahlan, J. A.

2018-05-01

This study aims to see the enhancement of mathematical analogical reasoning ability of the university students through concept attainment model learning based on overall and Prior Mathematical Knowledge (PMK) and interaction of both. Quasi experiments with the design of this experimental-controlled equivalent group involved 54 of second semester students at the one of State Islamic University. The instrument used is pretest-postest. Kolmogorov-Smirnov test, Levene test, t test, two-way ANOVA test were used to analyse the data. The result of this study includes: (1) The enhancement of the mathematical analogical reasoning ability of the students who gets the learning of concept attainment model is better than the enhancement of the mathematical analogical reasoning ability of the students who gets the conventional learning as a whole and based on PMK; (2) There is no interaction between the learning that is used and PMK on enhancing mathematical analogical reasoning ability.
Contextual Teaching and Learning Approach of Mathematics in Primary Schools

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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.
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.
Investigating Students’ Development of Learning Integer Concept and Integer Addition

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Nenden Octavarulia Shanty

2016-09-01

Full Text Available This research aimed at investigating students’ development of learning integer concept and integer addition. The investigation was based on analyzing students’ works in solving the given mathematical problems in each instructional activity designed based on Realistic Mathematics Education (RME levels. Design research was chosen to achieve and to contribute in developing a local instruction theory for teaching and learning of integer concept and integer addition. In design research, the Hypothetical Learning Trajectory (HLT plays important role as a design and research instrument. It was designed in the phase of preliminary design and tested to three students of grade six OASIS International School, Ankara – Turkey. The result of the experiments showed that temperature in the thermometer context could stimulate students’ informal knowledge of integer concept. Furthermore, strategies and tools used by the students in comparing and relating two temperatures were gradually be developed into a more formal mathematics. The representation of line inside thermometer which then called the number line could bring the students to the last activity levels, namely rules for adding integer, and became the model for more formal reasoning. Based on these findings, it can be concluded that students’ learning integer concept and integer addition developed through RME levels.Keywords: integer concept, integer addition, Realistic Mathematics Education DOI: http://dx.doi.org/10.22342/jme.7.2.3538.57-72
Virtual Manipulatives: Tools for Teaching Mathematics to Students with Learning Disabilities

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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)…
Picture Books Stimulate the Learning of Mathematics

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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…
Il Concetto di Infinito nell'Intuizione Matematica (Concept of Infinity in Mathematical Intuition).

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Ferrari, E.; And Others

1995-01-01

Investigated the acquisition and maturation of the infinity concept in mathematics of students ages 13-15. Found the infinity concept is learned by students only when provided with appropriate guidance. (Author/MKR)
Mathematizing Process of Junior High School Students to Improve Mathematics Literacy Refers PISA on RCP Learning

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
Using Student-Made Games to Learn Mathematics

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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.)
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.
Influence of TANDUR Learning to Students's Mathematical Representation and Student Self-Concept

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Dimas Fajar Maulana

2017-11-01

study is all students of class X which amounted to 350 students in one of the SMA Negeri in Cirebon city. From the population is taken the sample using simple random sampling technique as many as 60 students are divided into two groups namely groups who get TANDUR learning and groups that get conventional learning. The results showed that the TANDUR learning model had an effect of 66.9% on the selfconcept of the students, while the students' mathematical representation ability was 75.5%. Meanwhile, the correlation between selfconcept and student's mathematical representation is 74,3%.
Problem Posing with Realistic Mathematics Education Approach in Geometry Learning

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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.
Mathematics learning on geometry for children with autism

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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.
Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

Science.gov (United States)

Chiu, Thomas K. F.; Churchill, Daniel

2016-01-01

Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching…

"Lettuce" Learn Math: Teaching Mathematics with Seeds and Centimeters

Science.gov (United States)

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…
Mathematics Anxiety: What Have We Learned in 60 Years?

Science.gov (United States)

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
Interactions Between Mathematics and Physics: The History of the Concept of Function—Teaching with and About Nature of Mathematics

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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.
Modellus: Learning Physics with Mathematical Modelling

Science.gov (United States)

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
Mathematical concepts

CERN Document Server

Jost, Jürgen

2015-01-01

The main intention of this book is to describe and develop the conceptual, structural and abstract thinking of mathematics. Specific mathematical structures are used to illustrate the conceptual approach; providing a deeper insight into mutual relationships and abstract common features. These ideas are carefully motivated, explained and illustrated by examples so that many of the more technical proofs can be omitted. The book can therefore be used: · simply as an overview of the panorama of mathematical structures and the relations between them, to be supplemented by more detailed texts whenever you want to acquire a working knowledge of some structure · by itself as a first introduction to abstract mathematics · together with existing textbooks, to put their results into a more general perspective · to gain a new and hopefully deeper perspective after having studied such textbooks Mathematical Concepts has a broader scope and is less detaile...
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.
Mathematical Modeling in Mathematics Education: Basic Concepts and Approaches

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Erbas, Ayhan Kürsat; Kertil, Mahmut; Çetinkaya, Bülent; Çakiroglu, Erdinç; Alacaci, Cengiz; Bas, Sinem

2014-01-01

Mathematical modeling and its role in mathematics education have been receiving increasing attention in Turkey, as in many other countries. The growing body of literature on this topic reveals a variety of approaches to mathematical modeling and related concepts, along with differing perspectives on the use of mathematical modeling in teaching and…
The Effectiveness of MURDER Cooperative Model towards Students' Mathematics Reasoning Ability and Self Concept of Ten Grade

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Sofan Tri Prasetiyo

2017-08-01

Full Text Available The purpose of this research was to know the effectiveness of MURDER cooperative model towards students’ mathematics reasoning ability and self concept of ten grade. Population of this research were students of MIA ten grade Senior High School 1 Kebumen in the academic year 2016/1017. Sampling technique using simple random sampling technique. The data collected by the method of documentation, test methods, observation methods, and questionnaire methods. The analyzed of data are used completeness test and average different test. The results showed that: (1 mathematics reasoning ability of students that following MURDER cooperative model have completed individual and classical study completeness; (2 mathematics reasoning ability of students that following MURDER cooperative model better than mathematics reasoning ability of students that following ekspository learning; (3 self concept of students that following MURDER cooperative model better than self concept of students that following ekspository learning.
The application of brain-based learning principles aided by GeoGebra to improve mathematical representation ability

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Priatna, Nanang

2017-08-01

The use of Information and Communication Technology (ICT) in mathematics instruction will help students in building conceptual understanding. One of the software products used in mathematics instruction is GeoGebra. The program enables simple visualization of complex geometric concepts and helps improve students' understanding of geometric concepts. Instruction applying brain-based learning principles is one oriented at the efforts of naturally empowering the brain potentials which enable students to build their own knowledge. One of the goals of mathematics instruction in school is to develop mathematical communication ability. Mathematical representation is regarded as a part of mathematical communication. It is a description, expression, symbolization, or modeling of mathematical ideas/concepts as an attempt of clarifying meanings or seeking for solutions to the problems encountered by students. The research aims to develop a learning model and teaching materials by applying the principles of brain-based learning aided by GeoGebra to improve junior high school students' mathematical representation ability. It adopted a quasi-experimental method with the non-randomized control group pretest-posttest design and the 2x3 factorial model. Based on analysis of the data, it is found that the increase in the mathematical representation ability of students who were treated with mathematics instruction applying the brain-based learning principles aided by GeoGebra was greater than the increase of the students given conventional instruction, both as a whole and based on the categories of students' initial mathematical ability.
LOGO programming contents for supporting mathematical concept development : promotion of the verbalization and imaging of figure concepts

OpenAIRE

杉野, 裕子

2014-01-01

I have been studying to show the importance of adopting a programming in the mathematical education and developed the LOGO teaching materials which is made good use of in the field of Euclidean geometry, in order to improve understanding and learning figure concepts. The present article offers a theoretical framework with consistency about my study and also new programming materials in which I embody my theory. I consider logically the system of mathematical expression with computers and espe...
Smart teaching technologies used in blended e-learning course mathematics

OpenAIRE

Schreurs, J.

2013-01-01

A literature study about changes in learning models and learning environment is reported and relevant best practices were described in the first part of the paper. An e-tutor solution for the course mathematics of first year bachelor business economic sciences in Hasselt University has been developed, based on these concepts. LAB lecture capturing has been used for the development of presentation video's. Attractive visual presentations of the theoretical modules are focusing on the concepts,...
Exploring international gender differences in mathematics self-concept

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Goldman, Amy D.; Penner, Andrew M.

2013-01-01

This study provides an international perspective on mathematics by examnnng mathematics self-concept, achievement, and the desire to enter a career involving mathematics among eighth graders in 49 countries. Using data from the Trends in International Mathematics and Science Study, this study shows that self-concept in mathematics is more closely related to the desire to enter a career using mathematics than achievement is. Further, while gender differences in mathematics self-concept are smaller in more egalitarian countries, both girls and boys have lower mathematics self-concepts and less interest in mathematics careers in these countries. These findings reveal a policy paradox: policies aimed at training the next generation of STEM professionals often highlight the need to close the gender gap, but countries with smaller gender gaps have fewer boys and girls interested in mathematics-intensive careers. We conclude by highlighting the importance of disentangling instrumental and expressive aspects of gender inequality in STEM fields. PMID:27840545
Learning mathematics through inquiry; a large scale evaluation

NARCIS (Netherlands)

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
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....
Preservice Elementary Mathematics Teachers' Level of Relating Mathematical Concepts in Daily Life Contexts

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Akkus, Oylum

2008-01-01

The purpose of this study was to investigate preservice elementary mathematics teachers' ability of relating mathematical concepts and daily life context. Two research questions were set; what is the preservice elementary mathematics teachers' level of relating mathematical concepts and daily life context regarding to their education year and…
Mathematical concepts for mechanical engineering design

CERN Document Server

Asli, Kaveh Hariri; Aliyev, Soltan Ali Ogli

2013-01-01

PrefaceIntroductionHeat Flow: From Theory to PracticeDispersed Fluid and Ideal Fluid MechanicsModeling for Pressure Wave into Water PipelineHeat Transfer and Vapor BubbleMathematical Concepts and Computational Approaches on Hydrodynamics InstabilityMathematical Concepts and Dynamic ModelingModeling for Predictions of Air Entrance into Water PipelineIndex
Engineering students approaching the mathematics textbook as a potential learning tool – opportunities and constraints

OpenAIRE

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...
Multimodal Languaging as a Pedagogical Model—A Case Study of the Concept of Division in School Mathematics

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Jorma Joutsenlahti

2017-01-01

Full Text Available The purpose of this study is to present a multimodal languaging model for mathematics education. The model consists of mathematical symbolic language, a pictorial language, and a natural language. By applying this model, the objective was to study how 4th grade pupils (N = 21 understand the concept of division. The data was collected over six hours of teaching sessions, during which the pupils expressed their mathematical thinking mainly by writing and drawing. Their productions, as well as questionnaire after the process, were analyzed qualitatively. The results show that, in expressing the mathematical problem in verbal form, most of the students saw it as a division into parts. It was evident from the pupils’ texts and drawings that the mathematical expression of subtraction could be interpreted in three different ways. It was found that the pupils enjoyed using writing in the solution of word problems, and it is suggested that the use of different modes in expressing mathematical thinking may both strengthen the learning of mathematical concepts and support the evaluation of learning.
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.
Effects of Attitudes and Behaviours on Learning Mathematics with Computer Tools

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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…

Teachers' Conceptions of Mathematical Modeling

Science.gov (United States)

Gould, Heather

2013-01-01

The release of the "Common Core State Standards for Mathematics" in 2010 resulted in a new focus on mathematical modeling in United States curricula. Mathematical modeling represents a way of doing and understanding mathematics new to most teachers. The purpose of this study was to determine the conceptions and misconceptions held by…
THE APPLICATION OF RECIPROCAL TEACHING METHOD FOR IMPROVING THE UNDERSTANDING OF MATHEMATICS CONCEPT OF 7TH GRADE STUDENTS SMP NEGERI 2 DEPOK.

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Tatag Bagus Argikas

2016-10-01

Full Text Available This research aims to: (1 describe the implementation of learning mathematics with Reciprocal Teaching methods that is for improving the concept of learning understanding mathematic in class VIIA SMP Negeri 2 Depok. (2 Knowing the increased understanding of student learning in class VIIA SMP Negeri 2 Depok use Reciprocal Teaching methods. This research constitutes an action in class that is according along the teacher. The data of research was collated by sheet observations and each evaluation of cycles. That is done in two cycles. The first was retrieved the average value of student learning achievement of 70.96%. The second was retrieved achievement of 90.32%. Thus this learning model can increase student learning understanding. Key word: The understanding of Mathematical Concept, Reciprocal Teaching Method.
Adults Learning Mathematics: What We Should Know about Betting and Bookkeeping?

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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"…
Mobile learning to improve mathematics teachers mathematical competencies

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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.
Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

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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.
Under Threes' Mathematical Learning

Science.gov (United States)

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…
ProofJudge: Automated Proof Judging Tool for Learning Mathematical Logic

DEFF Research Database (Denmark)

Villadsen, Jørgen

2015-01-01

Today we have software in many artefacts, from medical devices to cars and airplanes, and the software must not only be efficient and intelligent but also reliable and secure. Tests can show the presence of bugs but cannot guarantee their absence. A machine-checked proof using mathematical logic...... pen and paper because no adequate tool was available. The learning problem is how to make abstract concepts of logic as concrete as possible. ProofJudge is a computer system and teaching approach for teaching mathematical logic and automated reasoning which augments the e-learning tool NaDeA (Natural...
ProofJudge: Automated Proof Judging Tool for Learning Mathematical Logic

DEFF Research Database (Denmark)

Villadsen, Jørgen

2016-01-01

Today we have software in many artefacts, from medical devices to cars and airplanes, and the software must not only be efficient and intelligent but also reliable and secure. Tests can show the presence of bugs but cannot guarantee their absence. A machine-checked proof using mathematical logic...... using pen and paper because no adequate tool was available. The learning problem is how to make abstract concepts of logic as concrete as possible. ProofJudge is a computer system and teaching approach for teaching mathematical logic and automated reasoning which augments the e-learning tool Na...
Children's mathematics 4-15 learning from errors and misconceptions

CERN Document Server

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.
Hypotetical learning trajectory to anticipate mathematics anxiety in algebra learning based on the perspective of didactical situation theory

Science.gov (United States)

Yuliani, R. E.; Suryadi, D.; Dahlan, J. A.

2018-05-01

The objective of this research is to design an alleged teacher learning path or Hypotetical Learning Trajectory (HLT) to anticipate mathematics anxiety of students in learning algebra. HLT loads expected mathematics learning objectives, estimates the level of knowledge and understanding of the students, as well as the selection of mathematical activity in accordance with the learning competencies. This research uses educational design research method. The research steps consist of a preliminary design, experimental and retrospective analysis. Data were gathered from various sources, such as data is written during the research process of test results, documentation, sheet results of students' work, results of interviews, questionnaires, and video recordings. The subjects of the study were 10 junior high school students. Based on the research identified 2 students at the level of high anxiety, 7 people at medium anxiety level and 1 student at low anxiety level. High anxiety levels about 20%, was approximately 70% and approximately 10% lower. These results can be used as an evaluation and reflection for designing materials that can anticipate mathematics anxiety of students learning algebra concepts.
The motivation of lifelong mathematics learning

Science.gov (United States)

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.
DEVELOPING STUDENTS’ ABILITY OF MATHEMATICAL CONNECTION THROUGH USING OUTDOOR MATHEMATICS LEARNING

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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 Abstract Physical Concepts from Experience: Design and Use of an RC Circuit

Science.gov (United States)

Parra, Alfredo; Ordenes, Jorge; de la Fuente, Milton

2018-05-01

Science learning for undergraduate students requires grasping a great number of theoretical concepts in a rather short time. In our experience, this is especially difficult when students are required to simultaneously use abstract concepts, mathematical reasoning, and graphical analysis, such as occurs when learning about RC circuits. We present a simple experimental model in this work that allows students to easily design, build, and analyze RC circuits, thus providing an opportunity to test personal ideas, build graphical descriptions, and explore the meaning of the respective mathematical models, ultimately gaining a better grasp of the concepts involved. The result suggests that the simple setup indeed helps untrained students to visualize the essential points of this kind of circuit.
Profile of Metacognition of Mathematics and Mathematics Education Students in Understanding the Concept of Integral Calculus

Science.gov (United States)

Misu, La; Ketut Budayasa, I.; Lukito, Agung

2018-03-01

This study describes the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. The metacognition profile is a natural and intact description of a person’s cognition that involves his own thinking in terms of using his knowledge, planning and monitoring his thinking process, and evaluating his thinking results when understanding a concept. The purpose of this study was to produce the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. This research method is explorative method with the qualitative approach. The subjects of this study are mathematics and mathematics education students who have studied integral calculus. The results of this study are as follows: (1) the summarizing category, the mathematics and mathematics education students can use metacognition knowledge and metacognition skills in understanding the concept of indefinite integrals. While the definite integrals, only mathematics education students use metacognition skills; and (2) the explaining category, mathematics students can use knowledge and metacognition skills in understanding the concept of indefinite integrals, while the definite integrals only use metacognition skills. In addition, mathematics education students can use knowledge and metacognition skills in understanding the concept of both indefinite and definite integrals.
Exploring student teachers' perceptions of the influence of technology in learning and teaching mathematics

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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 use of concept maps as an indicator of significant learning in Calculus

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Naíma Soltau Ferrão

2014-03-01

Full Text Available This paper contains reflections and results of a research that aimed to apply and analyze the use of concept maps in Higher Education as an indicator of significant learning concerning derivative as mathematical object with students that finished Differential and Integral Calculus. This is a qualitative approach, situated in the area of mathematics education, based on Ausubel's Theory of Meaningful Learning and on technique of Novak's Concept Mapping. As data acquisition instruments, use of classroom observations, questionnaire, brainstorming and digital conceptual mapping, made by an undergraduate physics course. To analyze we defined four aspects to be observed in the maps constructed by students: (i validity of propositions formed with concepts, (ii hierarchization, (iii cross-links between the propositions, and (vi the presence of applications. The identification of these elements, taken as reference to analyze the maps, allowed the collection of information about how each student has structured and correlated the set of concepts learned on the derivative of a function along their course. Based on the results, we have identified in the digital conceptual maps effective tools to evaluate the students in terms of meaningful learning about specific contents of Differential and Integral Calculus by the hierarchy of concepts, progressive differentiation and integrative reconciliation as defined in the Theory of Meaningful Learning.
Learning circumference concepts from the didactical situations theory perspective

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Valdir de Sousa Cavalcanti

2013-08-01

Full Text Available The circumference study, as its importance, it is one of the most relevant contents in the Analytical Geometry curriculum. However, the complexity of related concepts to this theme linked to the content fragmentation, it difficulties the students thinking of transforming geometrical problems into equations solution, systems or inequations. Within, in this article we present a partial report of a master research work, of qualitative mode, which aimed to develop and to evaluate an alternative methodology by using musical parody composition to the teaching of Mathematics in trying to contribute to the circumference concepts learning process. For that, we carried out a case study with 36 third year high school students of a public school from the city of Campina Grande, Paraíba. The research work was based and discussed on Brousseau Didactical Situation Theory. It was chosen triangulation technique for the data analyses, collected from interviews, questionnaires and a list of mathematical exercises. We concluded that the parody composition resource allowed the students better understand the concepts of center, ratio, cord and the definition of the general circumference equation, as they were capable to identify the relative positions which a circumference assumes in relation to an equation of a straight line and between two circumferences in the various concepts that differentiated them. Thus, we can state that the musical parody composition as a didactical resource can contribute to the learning of mathematical contents.
Construction of the mathematical concept of pseudo thinking students

Science.gov (United States)

Anggraini, D.; Kusmayadi, T. A.; Pramudya, I.

2018-05-01

Thinking process is a process that begins with the acceptance of information, information processing and information calling in memory with structural changes that include concepts or knowledges. The concept or knowledge is individually constructed by each individual. While, students construct a mathematical concept, students may experience pseudo thinking. Pseudo thinking is a thinking process that results in an answer to a problem or construction to a concept “that is not true”. Pseudo thinking can be classified into two forms there are true pseudo and false pseudo. The construction of mathematical concepts in students of pseudo thinking should be immediately known because the error will have an impact on the next construction of mathematical concepts and to correct the errors it requires knowledge of the source of the error. Therefore, in this article will be discussed thinking process in constructing of mathematical concepts in students who experience pseudo thinking.
Mathematics teachers' beliefs about scientific approach (SA) and implementation in mathematics learning

Science.gov (United States)

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.
An Exploratory Study of Taiwanese Mathematics Teachers' Conceptions of School Mathematics, School Statistics, and Their Differences

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Yang, Kai-Lin

2014-01-01

This study used phenomenography, a qualitative method, to investigate Taiwanese mathematics teachers' conceptions of school mathematics, school statistics, and their differences. To collect data, we interviewed five mathematics teachers by open questions. They also responded to statements drawn on mathematical/statistical conceptions and…

Implementing CRA with Secondary Students with Learning Disabilities in Mathematics

Science.gov (United States)

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…
The concept of competence and its relevance for science, technology, and mathematics education

DEFF Research Database (Denmark)

Ropohl, Mathias; Nielsen, Jan Alexis; Olley, Christopher

2018-01-01

. In contrast to earlier ed-ucational goals that focused more on basic skills and knowledge expectations, competences are more functionally oriented. They involve the ability to solve complex problems in a particular context, e.g. in vocational or everyday situations. In science, technology, and mathematics...... education, the concept of competence is closely linked to the concept of literacy. Apart from these rather cognitive and af-fective perspectives influenced by the need to assess students’ achievement of de-sired learning goals in relation to their interest and motivation, the perspectives of the concept...
Integration of the development of mathematical concepts and music education in preschool education by means of songs

OpenAIRE

Maričić, Sanja; Ćalić, Maja

2015-01-01

Starting from the fact that in early education the process of learning should be understood in its totality, as a system of activities in which the subject fields are interwoven and woven into every segment of a child's life together with other children and adults in preschool, the authors of the work point out the integration of the development of mathematical concepts and music education. Music education is viewed as a context which can contribute to the acquisition of mathematical concepts...
Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms

Directory of Open Access Journals (Sweden)

Dianne Wilmot

2015-09-01

Full Text Available This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from the research intervention may contribute to the wider debate about Grade R teaching and children’s learning.
Fostering Self-Concept and Interest for Statistics through Specific Learning Environments

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Sproesser, Ute; Engel, Joachim; Kuntze, Sebastian

2016-01-01

Supporting motivational variables such as self-concept or interest is an important goal of schooling as they relate to learning and achievement. In this study, we investigated whether specific interest and self-concept related to the domains of statistics and mathematics can be fostered through a four-lesson intervention focusing on statistics.…
Self-concept mediates the relation between achievement and emotions in mathematics.

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Van der Beek, Jojanneke P J; Van der Ven, Sanne H G; Kroesbergen, Evelyn H; Leseman, Paul P M

2017-09-01

Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. The aims were (1) to investigate the mediating role of mathematical self-concept in the relation between mathematics achievement and the achievement emotions of enjoyment and anxiety in a comprehensive model, and (2) to test possible differences in this mediating role between low-, average-, and high-achieving students. Participants were ninth-grade students (n = 1,014) from eight secondary schools in the Netherlands. Through an online survey including mathematical problems, students were asked to indicate their levels of mathematics enjoyment, anxiety, and self-concept. Structural equation modelling was used to test the mediating role of self-concept in the relation between mathematics achievement and emotions. Multigroup analyses were performed to compare these relations across the three achievement groups. Results confirmed full mediation of the relation between mathematics achievement and emotions by mathematical self-concept. Furthermore, we found higher self-concepts, more enjoyment and less math anxiety in high-achieving students compared to their average and low-achieving peers. No differences across these achievement groups were found in the relations in the mediational model. Mathematical self-concept plays a pivotal role in students' appraisal of mathematics. Mathematics achievement is only one factor explaining students' self-concept. Likely also classroom instruction and teachers' feedback strategies help to shape students' self-concept. © 2017 The British Psychological Society.
Learners with learning difficulties in mathematics : attitudes, curriculum and methods of teaching mathematics

OpenAIRE

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...
Perception determinants in learning mathematics

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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.
How students learn to coordinate knowledge of physical and mathematical models in cellular physiology

Science.gov (United States)

Lira, Matthew

This dissertation explores the Knowledge in Pieces (KiP) theory to account for how students learn to coordinate knowledge of mathematical and physical models in biology education. The KiP approach characterizes student knowledge as a fragmented collection of knowledge elements as opposed to stable and theory-like knowledge. This dissertation sought to use this theoretical lens to account for how students understand and learn with mathematical models and representations, such as equations. Cellular physiology provides a quantified discipline that leverages concepts from mathematics, physics, and chemistry to understand cellular functioning. Therefore, this discipline provides an exemplary context for assessing how biology students think and learn with mathematical models. In particular, the resting membrane potential provides an exemplary concept well defined by models of dynamic equilibrium borrowed from physics and chemistry. In brief, membrane potentials, or voltages, "rest" when the electrical and chemical driving forces for permeable ionic species are equal in magnitude but opposite in direction. To assess students' understandings of this concept, this dissertation employed three studies: the first study employed the cognitive clinical interview to assess student thinking in the absence and presence of equations. The second study employed an intervention to assess student learning and the affordances of an innovative assessment. The third student employed a human-computer-interaction paradigm to assess how students learn with a novel multi-representational technology. Study 1 revealed that students saw only one influence--the chemical gradient--and that students coordinated knowledge of only this gradient with the related equations. Study 2 revealed that students benefited from learning with the multi-representational technology and that the assessment detected performance gains across both calculation and explanation tasks. Last, Study 3 revealed how students
How Chinese learn mathematics perspectives from insiders

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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.
Concepts of modern mathematics

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Stewart, Ian

1995-01-01

Some years ago, ""new math"" took the country's classrooms by storm. Based on the abstract, general style of mathematical exposition favored by research mathematicians, its goal was to teach students not just to manipulate numbers and formulas, but to grasp the underlying mathematical concepts. The result, at least at first, was a great deal of confusion among teachers, students, and parents. Since then, the negative aspects of ""new math"" have been eliminated and its positive elements assimilated into classroom instruction.In this charming volume, a noted English mathematician uses humor an
A Descriptive Study Examining the Impact of Digital Writing Environments on Communication and Mathematical Reasoning for Students with Learning Disabilities

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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…
Learning Environments in Mathematics

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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…
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
The Vital Role of Basic Mathematics in Teaching and Learning the Mole Concept

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Mehrotra, Alka; Koul, Anjni

2016-01-01

This article focuses on the importance of activity-based teaching in understanding the mole concept and the vital role of basic mathematical operations. It describes needs-based training for teachers in a professional development programme in India. Analysis of test results before and after the training indicates that teachers improved their…
Smart Teachig Technologies used in blended e-learning course mathematics

OpenAIRE

Schreurs, Jeanne

2013-01-01

A literature study about changes in learning models and learning environment is reported and relevant best practices were described in the first part of the paper. An e-tutor solution for the course mathematics of first year bachelor business economic sciences in Hasselt University has been developed, based on these concepts. LAB lecture capturing has been used for the development of presentation video’s. Attractive visual presentations of the theoretical modules are focusing on the co...
Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

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McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

2012-01-01

This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…
Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children's literature.

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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.
Academic self-concept, learning motivation, and test anxiety of the underestimated student.

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Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

2011-03-01

BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students. © 2010 The British Psychological Society.
The Effect of Constructivist Learning Using Scientific Approach on Mathematical Power and Conceptual Understanding of Students Grade IV

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Kusmaryono, Imam; Suyitno, Hardi

2016-02-01

This study used a model of Concurrent Embedded with the aim of: (1) determine the difference between the conceptual understanding and mathematical power of students grade fourth who take the constructivist learning using scientific approach and direct learning, (2) determine the interaction between learning approaches and initial competence on the mathematical power and conceptual of understanding, and (3) describe the mathematical power of students grade fourth. This research was conducted in the fourth grade elementary school early 2015. Data initial competence and mathematical power obtained through tests, and analyzed using statistical tests multivariate and univariate. Statistical analysis of the results showed that: (1) There are differences in the concept of understanding and mathematical power among the students who follow the scientifically-based constructivist learning than students who take the Direct Learning in terms of students initial competency (F = 5.550; p = 0.007 problem solving and contributes tremendous increase students' math skills. Researcher suggested that the learning of mathematics in schools using scientifically- based constructivist approach to improve the mathematical power of students and conceptual understanding.

e-Learning Mathematics

OpenAIRE

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...
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.
Latent Class Analysis of Students' Mathematics Learning Strategies and the Relationship between Learning Strategy and Mathematical Literacy

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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…
E-learning materials in mathematics education

OpenAIRE

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...
The development of a valid discovery-based learning module to improve students' mathematical connection

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Kuneni, Erna; Mardiyana, Pramudya, Ikrar

2017-08-01

Geometry is the most important branch in mathematics. The purpose of teaching this material is to develop students' level of thinking for a better understanding. Otherwise, geometry in particular, has contributed students' failure in mathematics examinations. This problem occurs due to special feature in geometry which has complexity of correlation among its concept. This relates to mathematical connection. It is still difficult for students to improve this ability. This is because teachers' lack in facilitating students towards it. Eventhough, facilitating students can be in the form of teaching material. A learning module can be a solution because it consists of series activities that should be taken by students to achieve a certain goal. A series activities in this case is adopted by the phases of discovery-based learning model. Through this module, students are facilitated to discover concept by deep instruction and guidance. It can build the mathematical habits of mind and also strengthen the mathematical connection. Method used in this research was ten stages of research and development proposed by Bord and Gall. The research purpose is to create a valid learning module to improve students' mathematical connection in teaching quadrilateral. The retrieved valid module based on media expert judgment is 2,43 for eligibility chart aspect, 2,60 for eligibility presentation aspect, and 3,00 for eligibility contents aspect. Then the retrieved valid module based on material expert judgment is 3,10 for eligibility content aspect, 2,87 for eligibility presentation aspect, and 2,80 for eligibility language and legibility aspect.
Evaluating change in attitude towards mathematics using the 'then-now' procedure in a cooperative learning programme.

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Townsend, Michael; Wilton, Keri

2003-12-01

Tertiary students' attitudes to mathematics are frequently negative and resistant to change, reflecting low self-efficacy. Some educators believe that greater use should be made of small group, collaborative teaching. However, the results of such interventions should be subject to assessments of bias caused by a shift in the frame of reference used by students in reporting their attitudes. This study was designed to assess whether traditional pretest-post-test procedures would indicate positive changes in mathematics attitude during a programme of cooperative learning, and whether an examination of any attitudinal change using the 'then-now' procedure would indicate bias in the results due to a shift in the internal standards for expressing attitude. Participants were 141 undergraduate students enrolled in a 12-week statistics and research design component of a course in educational psychology. Using multivariate procedures, pretest, post-test, and then-test measures of mathematics self-concept and anxiety were examined in conjunction with a cooperative learning approach to teaching. Significant positive changes between pretest and post-test were found for both mathematics self-concept and mathematics anxiety. There were no significant differences between the actual pretest and retrospective pretest measures of attitude. The results were not moderated by prior level of mathematics study. Conclusions about the apparent effectiveness of a cooperative learning programme were strengthened by the use of the retrospective pretest procedure.
Group investigation with scientific approach in mathematics learning

Science.gov (United States)

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.
Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children’s literature

Science.gov (United States)

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. PMID:24904475
Learning Mathematics in Two Dimensions: A Review and Look Ahead at Teaching and Learning Early Childhood Mathematics with Children’s Literature

Directory of Open Access Journals (Sweden)

Lucia M. Flevares

2014-05-01

Full Text Available In the past 25 years an identifiable interest in using children’s literature in mathematics learning emerged (Clyne & Griffiths, 1991; Haury, 2001; Hellwig, Monroe, & Jacobs, 2000; Hong, 1996; Welchman-Tischler, 1992. 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, Pearce & Pick, 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 (Skoumpourdi & Mpakopoulou, 2011; van den Heuvel-Panhuizen & Van den Boogaard, 2008 and shapes as gestalt wholes or prototypes (Clements et al., 1999; Hannibal, 1999; van Hiele, 1986. 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 (Chard, Baker & Clarke, 2008; Clements & Sarama, 2000 which lead to misconceptions (Inan & Dogan-Temur, 2010; Oberdorf & Taylor-Cox, 1999. 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.
Integrating Dynamic Mathematics Software into Cooperative Learning Environments in Mathematics

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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…
Evaluating learning and teaching using the Force Concept Inventory

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Zitzewitz, Paul

1997-04-01

Teaching methods used in the calculus-based mechanics course for engineers and scientists (P150) at the University of Michigan-Dearborn were markedly changed in September, 1996. Lectures emphasize active learning with Mazur's ConcepTests, Sokoloff's Interactive Demonstrations, and Van Heuvelen's ALPS Kit worksheets. Students solve context-rich problems using Van Heuvelen's multiple representation format in cooperative groups in discussion sections. Labs were changed to use MBL emphasizing concepts and Experiment Problems to learn lab-based problem solving. Pre- and post-testing of 400 students with the Force Concept Inventory has demonstrated considerable success. The average increase in score has been 35-45methods as defined by Hake. The methods and results will be discussed. Detailed analyses of the FCI results will look at success in teaching specific concepts and the effect of student preparation in mathematics and high school physics.
Is There Gender Difference between Learning Disabled Students' Performances in Mathematical Activities? (Case Study

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Somayeh Karimi

2013-11-01

Full Text Available Recent studies show that mathematics disorder is a learning disorder. Children with this disorder have math skills is much lower than mean for their age, intelligence, and education. The disorder affects the child's success at school. It is thought that up to 7% of children have this disorder. It affects boys and girls equally. It is also caused dyscalculia. The cause of this disorder is not known. Like other learning disorders, it occurs more in some families. Mathematics disorder may also be the result of damage in certain parts of the brain. It also has led to a weak understanding of mathematical concepts and increased realization of mathematics. In this study, it is tried that studied gender difference between learning disabled students' performances in mathematical activities. Findings indicated that there is not meaningful difference between genders. Since this research was case study, it seems that this difference will be indicated in vast studies. Then it suggests that have to do more study in this field for its causes.
Mathematics, anxiety, and the brain.

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Moustafa, Ahmed A; Tindle, Richard; Ansari, Zaheda; Doyle, Margery J; Hewedi, Doaa H; Eissa, Abeer

2017-05-24

Given that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.
Using Cognitive Tutor Software in Learning Linear Algebra Word Concept

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Yang, Kai-Ju

2015-01-01

This paper reports on a study of twelve 10th grade students using Cognitive Tutor, a math software program, to learn linear algebra word concept. The study's purpose was to examine whether students' mathematics performance as it is related to using Cognitive Tutor provided evidence to support Koedlinger's (2002) four instructional principles used…
Towards an understanding of students’ thinking in learning new and unfamiliar concepts: Focus on the factorial function

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Satsope Maoto

2015-11-01

Full Text Available This study used participant observation to explore students’ thinking when learning the concept of factorial functions. First-year university students undertaking a mathematics methodology course were asked to find the number of ways in which five people could sit around a circular table with five seats. Using grounded theory as a qualitative research strategy, we analysed student responses and written reflections according to the sequence of their experiential realities: practical and textual experiences. This was followed by an analysis of their reflections on both experiences in a pedagogical context. We found that the way basic mathematics operations are learned impacts on the student’s ability to experience components of new problems as familiar. Consequently, they encounter these problems as new and unfamiliar. At the same time we found that engagement with practical experience does allow for the emergence of representations that have the potential to be used as foundations for learning new and unfamiliar concepts. The blending of practical, textual and teaching experiences provoked students’ thinking and ultimately their understanding of a given new and unfamiliar mathematics concept.
The effect of a pretest in an interactive, multimodal pretraining system for learning science concepts

NARCIS (Netherlands)

Bos, Floor/Floris; Terlouw, C.; Pilot, Albert

2009-01-01

In line with the cognitive theory of multimedia learning by Moreno and Mayer (2007), an interactive, multimodal learning environment was designed for the pretraining of science concepts in the joint area of physics, chemistry, biology, applied mathematics, and computer sciences. In the experimental
Crafting by concepts fiber arts and mathematics

CERN Document Server

Belcastro, Sarah-Marie

2016-01-01

From the editors of the popular Making Mathematics with Needlework, this book presents projects that highlight the relationship between types of needlework and mathematics. Chapters start with accessible overviews presenting the interplay between mathematical concepts and craft expressions. Following sections explain the mathematics in more detail, and provide suggestions for classroom activities. Each chapter ends with specific crafting instructions. Types of needlework included are knitting, crochet, needlepoint, cross-stitch, quilting, temari balls, beading, tatting, and string art. Instructions are written as ordinary patterns, so the formatting and language will be familiar to crafters.
CAN INFOGRAPHICS FACILITATE THE LEARNING OF INDIVIDUALS WITH MATHEMATICAL LEARNING DIFFICULTIES?

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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.
What is the problem in problem-based learning in higher education mathematics

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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.
Concept of Triangle: Examples of Mathematical Abstraction in Two Different Contexts

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Farida Nurhasanah

2017-02-01

Full Text Available In attempt to explain how students learning geometry in concept of triangle, this study explore the learning process of students and the process of solving geometry problems in the topic of triangle. As known as one of the domain in school of mathematics, geometry has abstract notions to be learnt so that all those notions cannot be just transferred into students’ mind like a bunch of information that should be memorized. Students need to construct those concepts during their learning process. This process of knowledge construction can be considered as an abstraction process. This study aimed to qualitatively compare students’ abstraction process who learn topic of triangle in conventional method of teaching and in van Hiele model of teaching aided by Geometers’ sketchpad. Subjects of this study were junir high school students in grade 7. Based on the aims of this study, this is a qualitative study with grounded theory design. Data were collected through classroom observation, test, and task-based interview. Results of the study show that theoretical abstraction processes tend to dominate classrom with conventional method of teaching while classroom with van Hiele model of teaching aided by Geometers’ sketchpad accommodated empirical abstraction process of the students

Student’s social interaction in mathematics learning

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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.
Dienes AEM as an alternative mathematics teaching aid to enhance Indonesian students’ understanding of algebra concept

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Soro, S.; Maarif, S.; Kurniawan, Y.; Raditya, A.

2018-01-01

The aim of this study is to find out the effect of Dienes AEM (Algebra Experience Materials) on the ability of understanding concept of algebra on the senior high school student in Indonesia. This research is an experimental research with subject of all high school students in Indonesia. The samples taken were high school students in three provinces namely DKI Jakarta Province, West Java Province and Banten Province. From each province was taken senior high school namely SMA N 9 Bekasi West Java, SMA N 94 Jakarta and SMA N 5 Tangerang, Banten. The number of samples in this study was 114 high school students of tenth grade as experimental class and 115 high school students of tenth grade as control class. Learning algebra concept is needed in learning mathematics, besides it is needed especially to educate students to be able to think logically, systematically, critically, analytically, creatively, and cooperation. Therefore in this research will be developed an effective algebra learning by using Dienes AEM. The result of this research is that there is a significant influence on the students’ concept comprehension ability taught by using Dienes AEM learning as an alternative to instill the concept of algebra compared to the students taught by conventional learning. Besides, the students’ learning motivation increases because students can construct the concept of algebra with props.
Edmodo social learning network for elementary school mathematics learning

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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.
Inquiry based learning: a student centered learning to develop mathematical habits of mind

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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.
Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties

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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
Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

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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.
Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

Science.gov (United States)

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.
Prepare 2 Learn: A mathematics intervention program for students at risk in Years 3 to 6 designed to help them reach expected level and become confident, responsible, independent mathematics learners

OpenAIRE

BERNADETTE MARY LONG

2017-01-01

This study reports on an intervention, Prepare 2 Learn, designed taking into account research literature and components of other successful mathematics programs. The research targeted students approximately 6 months behind the expected mathematics level for their year. The intervention consisted of four key components: building prerequisite knowledge of mathematical language, concepts, and skills to prepare students for their classroom mathematics; increasing fluency with mental computation; ...
Selection of Learning Media Mathematics for Junior School Students

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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…
Mathematical Models of Elementary Mathematics Learning and Performance. Final Report.

Science.gov (United States)

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…
Learning the Work of Ambitious Mathematics Teaching

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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…
Improving mathematical problem solving ability through problem-based learning and authentic assessment for the students of Bali State Polytechnic

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Darma, I. K.

2018-01-01

This research is aimed at determining: 1) the differences of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) the differences of mathematical problem solving ability between the students facilitated with authentic and conventional assessment model, and 3) interaction effect between learning and assessment model on mathematical problem solving. The research was conducted in Bali State Polytechnic, using the 2x2 experiment factorial design. The samples of this research were 110 students. The data were collected using a theoretically and empirically-validated test. Instruments were validated by using Aiken’s approach of technique content validity and item analysis, and then analyzed using anova stylistic. The result of the analysis shows that the students facilitated with problem-based learning and authentic assessment models get the highest score average compared to the other students, both in the concept understanding and mathematical problem solving. The result of hypothesis test shows that, significantly: 1) there is difference of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) there is difference of mathematical problem solving ability between the students facilitated with authentic assessment model and conventional assessment model, and 3) there is interaction effect between learning model and assessment model on mathematical problem solving. In order to improve the effectiveness of mathematics learning, collaboration between problem-based learning model and authentic assessment model can be considered as one of learning models in class.
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.
E-Learning and Affective Student’s Profile in Mathematics

Directory of Open Access Journals (Sweden)

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.
Properties of mathematical objects (Goedel on classes, properties and concepts)

International Nuclear Information System (INIS)

Materna, Pavel

2007-01-01

In terms of a sufficiently fine-grained theory we should distinguish between classes, properties and concepts. Since properties are best modeled as a kind of non-trivial intensions while mathematical objects are never non-trivial intensions we should not speak about properties of mathematical objects. When we do use the term property in mathematics (as Goedel did) we either mean classes, or the more fine-grained entities to be called concepts. In the latter case concepts have to be defined so that various distinct concepts could identify one and the same object. The notion of construction in transparent intensional logic makes it possible to construe concepts as abstract procedures. At the same time we have to distinguish between this notion and the notion of construction in constructivist systems: the former - unlike the latter - are objective and, therefore, acceptable for a realist
Grounded understanding of abstract concepts: The case of STEM learning.

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Hayes, Justin C; Kraemer, David J M

2017-01-01

Characterizing the neural implementation of abstract conceptual representations has long been a contentious topic in cognitive science. At the heart of the debate is whether the "sensorimotor" machinery of the brain plays a central role in representing concepts, or whether the involvement of these perceptual and motor regions is merely peripheral or epiphenomenal. The domain of science, technology, engineering, and mathematics (STEM) learning provides an important proving ground for sensorimotor (or grounded) theories of cognition, as concepts in science and engineering courses are often taught through laboratory-based and other hands-on methodologies. In this review of the literature, we examine evidence suggesting that sensorimotor processes strengthen learning associated with the abstract concepts central to STEM pedagogy. After considering how contemporary theories have defined abstraction in the context of semantic knowledge, we propose our own explanation for how body-centered information, as computed in sensorimotor brain regions and visuomotor association cortex, can form a useful foundation upon which to build an understanding of abstract scientific concepts, such as mechanical force. Drawing from theories in cognitive neuroscience, we then explore models elucidating the neural mechanisms involved in grounding intangible concepts, including Hebbian learning, predictive coding, and neuronal recycling. Empirical data on STEM learning through hands-on instruction are considered in light of these neural models. We conclude the review by proposing three distinct ways in which the field of cognitive neuroscience can contribute to STEM learning by bolstering our understanding of how the brain instantiates abstract concepts in an embodied fashion.
The influence of mathematics learning using SAVI approach on junior high school students’ mathematical modelling ability

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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.
Mathematical modelling

DEFF Research Database (Denmark)

Blomhøj, Morten

2004-01-01

Developing competences for setting up, analysing and criticising mathematical models are normally seen as relevant only from and above upper secondary level. The general belief among teachers is that modelling activities presuppose conceptual understanding of the mathematics involved. Mathematical...... roots for the construction of important mathematical concepts. In addition competences for setting up, analysing and criticising modelling processes and the possible use of models is a formative aim in this own right for mathematics teaching in general education. The paper presents a theoretical...... modelling, however, can be seen as a practice of teaching that place the relation between real life and mathematics into the centre of teaching and learning mathematics, and this is relevant at all levels. Modelling activities may motivate the learning process and help the learner to establish cognitive...
Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

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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.
Making the Learning of Mathematics More Meaningful

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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.

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.
Think Pair Share Using Realistic Mathematics Education Approach in Geometry Learning

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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.
Mathematical disposition of junior high school students viewed from learning styles

Science.gov (United States)

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.
GeoGebra and eXe Learning: applicability in the teaching of Physics and Mathematics

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Eunice Maria Mussoi

2011-04-01

Full Text Available Today, education in the field of sciences is still characterized by excessive attention to repetitive exercises at the expense of understanding and visualizing the concepts of mathematical and physical phenomena. This article will show the potential of the software GeoGebra to build content and / or activities in Physics and Mathematics usable in isolation or engaged in other activities, such as eXe Learning. For this we constructed two activities: a mathematical content - Application of successive derivatives, and a content of physics - Application of uniform rectilinear motion. These contents were built in eXe Learning, and the graphics was built in GeoGebra and imported into the eXe by Java Applet. The content was done with the exported SCORM to Moodle, it is within this framework that the student will study the movement and display of graphic content.
Modelling and Optimizing Mathematics Learning in Children

Science.gov (United States)

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…
Teacher Identification of Student Learned Helplessness in Mathematics

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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…
The Relationship of Mathematics Anxiety and Mathematical Knowledge to the Learning of Mathematical Pedagogy by Preservice Elementary Teachers.

Science.gov (United States)

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…
Mathematical concepts of optical superresolution

International Nuclear Information System (INIS)

Lindberg, Jari

2012-01-01

Optical imaging beyond the diffraction limit, i.e., optical superresolution, has been studied extensively in various contexts. This paper presents an overview of some mathematical concepts relevant to superresolution in linear optical systems. Properties of bandlimited functions are surveyed and are related to both instrumental and computational aspects of superresolution. The phenomenon of superoscillation and its relation to superresolution are discussed. (review article)
From boring to scoring - a collaborative serious game for learning and practicing mathematical logic for computer science education

Science.gov (United States)

Schäfer, Andreas; Holz, Jan; Leonhardt, Thiemo; Schroeder, Ulrik; Brauner, Philipp; Ziefle, Martina

2013-06-01

In this study, we address the problem of low retention and high dropout rates of computer science university students in early semesters of the studies. Complex and high abstract mathematical learning materials have been identified as one reason for the dropout rate. In order to support the understanding and practicing of core mathematical concepts, we developed a game-based multitouch learning environment in which the need for a suitable learning environment for mathematical logic was combined with the ability to train cooperation and collaboration in a learning scenario. As application domain, the field of mathematical logic had been chosen. The development process was accomplished along three steps: First, ethnographic interviews were run with 12 students of computer science revealing typical problems with mathematical logic. Second, a multitouch learning environment was developed. The game consists of multiple learning and playing modes in which teams of students can collaborate or compete against each other. Finally, a twofold evaluation of the environment was carried out (user study and cognitive walk-through). Overall, the evaluation showed that the game environment was easy to use and rated as helpful: The chosen approach of a multiplayer game supporting competition, collaboration, and cooperation is perceived as motivating and "fun."
Digital games and learning mathematics: Student, teacher and parent perspectives

Directory of Open Access Journals (Sweden)

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.
Mathematics Self-Related Beliefs and Online Learning

Science.gov (United States)

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…
Student teachers’ mathematical questioning and courage in metaphorical thinking learning

Science.gov (United States)

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.
The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary

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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…
Helping Children Learn Mathematics through Multiple Intelligences and Standards for School Mathematics.

Science.gov (United States)

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…
Psychological Correlates of School Bullying Victimization: Academic Self-Concept, Learning Motivation and Test Anxiety

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Caputo, Andrea

2014-01-01

The paper aims at detecting the association between students' bullying victimization at school and some psychological dimensions, referred to academic self-concept (for both Mathematics and Reading), learning motivation (intrinsic motivation, extrinsic motivation, commitment to study) and test anxiety. A questionnaire including these measures was…
Occupational Therapy Interventions Effect on Mathematical Problems in Students with Special Learning Disorders

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Rogaieh Mohammadi

2009-10-01

Full Text Available Objectives: Dyscalculia is specific learning disabilities affecting the acquisition of mathematic skills in an otherwise normal child. The aim of this study was investigation of occupational therapy interventions effect on mathematical problems in students with special learning disorders. Methods: 40 students with dyscalculia (2-5 grades were selected and divided through randomized permuted blocks method into two groups 20 persons as intervention group and the others as the control group. Initially both of groups were administered by the "Iran Key math Test". Then intervention group received occupational therapy interventions for 20 sessions individually and two groups were administered by the Test again. Data was analyzed by using Paired and Independent t-tests. Results: By the paired sample t-test the mean of total marks of Iran Key math Test demonstrated statistically significant difference in both of groups (P<0.05, but the measure of difference in intervention group was more than control group. The mean of marks of Basic Concepts, Operations and Applications demonstrated statistically significant difference at intervention group. Discussion: Occupational therapy interventions had clinical effect on mathematical problems in students with special learning disorders.
Development Mathematic Assessment to Increase Mathematical Prerequisite Ability on The Student with Learning Disabilities in Inclusive Elementary School

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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.
A Network for Integrated Science and Mathematics Teaching and Learning. NCSTL Monograph Series, #2.

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Berlin, Donna F.; White, Arthur L.

This monograph presents a summary of the results of the Wingspread Conference in April, 1991 concerning the viability and future of the concept of integration of mathematics and science teaching and learning. The conference focused on three critical issues: (1) development of definitions of integration and a rationale for integrated teaching and…
Public Conceptions of Algorithms and Representations in the Common Core State Standards for Mathematics

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Nanna, Robert J.

2016-01-01

Algorithms and representations have been an important aspect of the work of mathematics, especially for understanding concepts and communicating ideas about concepts and mathematical relationships. They have played a key role in various mathematics standards documents, including the Common Core State Standards for Mathematics. However, there have…
Hipatia: a hypermedia learning environment in mathematics

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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.

Guide to mathematical concepts of quantum theory

International Nuclear Information System (INIS)

Heinosaari, T.; Ziman, M.

2008-01-01

Quantum Theory is one of the pillars of modern science developed over the last hundred years. In this review we introduce, step by step, the quantum theory understood as a mathematical model describing quantum experiments. We start with splitting the experiment into two parts: a preparation process and a measurement process leading to a registration of a particular outcome. These two ingredients of the experiment are represented by states and effects, respectively. Further, the whole picture of quantum measurement will be developed and concepts of observables, instruments and measurement models representing the three different descriptions on experiments will be introduced. In the second stage, we enrich the model of the experiment by introducing the concept of quantum channel describing the system changes between preparations and measurements. At the very end we review the elementary properties of quantum entanglement. The text contains many examples and exercise covering also many topics from quantum information theory and quantum measurement theory. The goal is to give a mathematically clear and self-containing explanation of the main concepts of the modern language of quantum theory (Authors)
Guide to mathematical concepts of quantum theory

International Nuclear Information System (INIS)

Heinosaari, T.; Ziman, M.

2008-01-01

Quantum Theory is one of the pillars of modern science developed over the last hundred years. In this review paper we introduce, step by step, the quantum theory understood as a mathematical model describing quantum experiments. We start with splitting the experiment into two parts: a preparation process and a measurement process leading to a registration of a particular outcome. These two ingredients of the experiment are represented by states and effects, respectively. Further, the whole picture of quantum measurement will be developed and concepts of observables, instruments and measurement models representing the three different descriptions on experiments will be introduced. In the second stage, we enrich the model of the experiment by introducing the concept of quantum channel describing the system changes between preparations and measurements. At the very end we review the elementary properties of quantum entanglement. The text contains many examples and exercise covering also many topics from quantum information theory and quantum measurement theory. The goal is to give a mathematically clear and self-containing explanation of the main concepts of the modern language of quantum theory. (author)
Enhancing Students’ Interest through Mathematics Learning

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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.
The analysis of the mathematics concept comprehension of senior high school student on dynamic fluid material

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Kristian, P. L. Y.; Cari, C.; Sunarno, W.

2018-04-01

This study purposes to describe and analyse the students' concept understanding of dynamic fluid. The subjects of this research are 10 students of senior high school. The data collected finished the essay test that consists of 5 questions have been adapted to the indicators of learning. The data of this research is analysed using descriptive-qualitative approach by referring of the student's argumentations about their answer from the questions that given. The results showed that students still have incorrect understanding the concept of dynamic fluids, especially on the Bernoulli’s principle and its application. Based on the results of this research, the teachers should emphasize the concept understanding of the students therefore the students don not only understand the physics concept in mathematical form.
Mathematical modelling in engineering: A proposal to introduce linear algebra concepts

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Andrea Dorila Cárcamo

2016-03-01

Full Text Available The modern dynamic world requires that basic science courses for engineering, including linear algebra, emphasize the development of mathematical abilities primarily associated with modelling and interpreting, which aren´t limited only to calculus abilities. Considering this, an instructional design was elaborated based on mathematic modelling and emerging heuristic models for the construction of specific linear algebra concepts: span and spanning set. This was applied to first year engineering students. Results suggest that this type of instructional design contributes to the construction of these mathematical concepts and can also favour first year engineering students understanding of key linear algebra concepts and potentiate the development of higher order skills.
Improving ability mathematic literacy, self-efficacy and reducing mathematical anxiety with learning Treffinger model at senior high school students

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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.
Creating opportunities to learn in mathematics education: a sociocultural perspective

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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.
The Vector Space as a Unifying Concept in School Mathematics.

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Riggle, Timothy Andrew

The purpose of this study was to show how the concept of vector space can serve as a unifying thread for mathematics programs--elementary school to pre-calculus college level mathematics. Indicated are a number of opportunities to demonstrate how emphasis upon the vector space structure can enhance the organization of the mathematics curriculum.…
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.
Science, technology, engineering, mathematics (STEM) as mathematics learning approach in 21st century

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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.
Student talk and opportunities for mathematical learning in small group interactions

OpenAIRE

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...
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...
Active learning increases student performance in science, engineering, and mathematics.

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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.
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
Exploring teachers’ conceptions of representations in mathematics through the lens of positive deliberative interaction

OpenAIRE

Deonarain Brijlall; Sarah Bansilal; Deborah Moore-Russo

2012-01-01

This article reports on an exploration of teachers’ views on the meaning of mathematical representations in a democratic South Africa. We explored teachers’ conceptions of ‘mathematical representations’ as a means to promote dialogue and negotiation. These conceptions helped us to gauge how these teachers viewed representations in mathematics. Semi-structured questionnaires were administered to 76 high school mathematics teachers who were registered for an upgrading mathematics education...
Developing self-concept instrument for pre-service mathematics teachers

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Afgani, M. W.; Suryadi, D.; Dahlan, J. A.

2018-01-01

This study aimed to develop self-concept instrument for undergraduate students of mathematics education in Palembang, Indonesia. Type of this study was development research of non-test instrument in questionnaire form. A Validity test of the instrument was performed with construct validity test by using Pearson product moment and factor analysis, while reliability test used Cronbach’s alpha. The instrument was tested by 65 undergraduate students of mathematics education in one of the universities at Palembang, Indonesia. The instrument consisted of 43 items with 7 aspects of self-concept, that were the individual concern, social identity, individual personality, view of the future, the influence of others who become role models, the influence of the environment inside or outside the classroom, and view of the mathematics. The result of validity test showed there was one invalid item because the value of Pearson’s r was 0.107 less than the critical value (0.244; α = 0.05). The item was included in social identity aspect. After the invalid item was removed, Construct validity test with factor analysis generated only one factor. The Kaiser-Meyer-Olkin (KMO) coefficient was 0.846 and reliability coefficient was 0.91. From that result, we concluded that the self-concept instrument for undergraduate students of mathematics education in Palembang, Indonesia was valid and reliable with 42 items.
The Effects of Learning Activities Corresponding with Students’ Learning Styles on Academic Success and Attitude within the Scope of Constructivist Learning Approach: The Case of the Concepts of Function and Derivative

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Kemal Özgen

2014-04-01

Full Text Available The aim of this study was to identify the effects of learning activities according to students’ learning styles on students’ academic success and attitude towards mathematics within a scope of constructivist learning approach. The study had a semi-experimental research design based on the pre test-post test model with a control group. The participants of the study were students studying at a state high school in the 2010-2011 academic year. As part of the study, activities which were suitable to the students’ learning styles were developed within the scope of constructivist learning approach in line with McCarthy’s 4MAT system with 8 steps of learning and used for the learning of the concepts of function and derivative. Data were collected using data collection tools such as a personal information form, non-routine problems, and a mathematics attitude scale. Descriptive and non-parametric statistics were used for the analysis of quantitative data. Data analysis indicated that, the learning process in which activities appropriate for students’ learning styles were used to contribute to an increase in the students’ academic success and problem solving skills. Yet, there was no statistically significant difference in students’ attitudes towards mathematics.Key Words: Constructivist learning approach, learning style, learning activity, success, attitude
Connecting Mathematics Learning through Spatial Reasoning

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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…
Research in collegiate mathematics education VI

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Selden, Annie; Harel, Guershon; Hauk, Shandy

2006-01-01

The sixth volume of Research in Collegiate Mathematics Education presents state-of-the-art research on understanding, teaching, and learning mathematics at the postsecondary level. The articles advance our understanding of collegiate mathematics education while being readable by a wide audience of mathematicians interested in issues affecting their own students. This is a collection of useful and informative research regarding the ways our students think about and learn mathematics. The volume opens with studies on students' experiences with calculus reform and on the effects of concept-based
The development of mathematics courseware for learning line and angle

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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.

Games in the mathematics curriculum: Some conceptions and ...

African Journals Online (AJOL)

Games in the mathematics curriculum: Some conceptions and experiences of teachers in the Upper West Region of Ghana. ... The study investigated primary school teachers' experiences with games as ... AJOL African Journals Online.
Socioeconomic variation, number competence, and mathematics learning difficulties in young children.

Science.gov (United States)

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.
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
Mathematics and Science Learning Opportunities in Preschool Classrooms

Science.gov (United States)

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
The concept of training in community network for teaching algebraic structures that are aimed to create a methodical competence of a mathematics teacher

Directory of Open Access Journals (Sweden)

Ирина Викторовна Кузнецова

2012-12-01

Full Text Available The paper proposes the concept of learning activities in online communities for teaching algebraic structures of the future teachers of mathematics, including a set of theoretical and methodological positions, laws, principles, factors, and pedagogical conditions of its implementation. Work is executed with support of the Russian fund of basic researches under the initiative project № 11-07-00733 «The Hypertext information retrieval thesaurus» a science Meta language» (structure; mathematical, linguistic and program maintenance; sections linguistics, mathematics, economy».
Under-Threes' Mathematical Learning--Teachers' Perspectives

Science.gov (United States)

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…
Key Concept Mathematics and Management Science Models

Science.gov (United States)

Macbeth, Thomas G.; Dery, George C.

1973-01-01

The presentation of topics in calculus and matrix algebra to second semester freshmen along with a treatment of exponential and power functions would permit them to cope with a significant portion of the mathematical concepts that comprise the essence of several disciplines in a business school curriculum. (Author)
Exploring teachers’ conceptions of representations in mathematics through the lens of positive deliberative interaction

Directory of Open Access Journals (Sweden)

Deonarain Brijlall

2012-12-01

Full Text Available This article reports on an exploration of teachers’ views on the meaning of mathematical representations in a democratic South Africa. We explored teachers’ conceptions of ‘mathematical representations’ as a means to promote dialogue and negotiation. These conceptions helped us to gauge how these teachers viewed representations in mathematics. Semi-structured questionnaires were administered to 76 high school mathematics teachers who were registered for an upgrading mathematics education qualification at a South African university. Common themes in teacher conceptions of representations were investigated as part of an inductive analysis of the written responses, which were considered in terms of practices that support dialogue and negotiation. Findings suggest that these conceptions are in line with progressive notions of classroom interactions such as the inquiry cooperation model. Furthermore, the findings suggest that teachers can support the development of classroom environments that promote democratic values.
Focus group discussion in mathematical physics learning

Science.gov (United States)

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.
New Challenges in the Teaching of Mathematics.

Science.gov (United States)

Bourguignon, Jean Pierre

The manifold but discrete presence of mathematics in many objects or services imposes new constraints to the teaching of mathematics. If citizens need to be comfortable in various situations with a variety of mathematical tools, the learning of mathematics requires that one starts with simple concepts. This paper proposes some solutions to solve…
Prospective Mathematics Teachers' Understanding of the Base Concept

Science.gov (United States)

Horzum, Tugba; Ertekin, Erhan

2018-01-01

The purpose of this study is to analyze what kind of conceptions prospective mathematics teachers (PMTs) have about the base concept (BC). One-hundred and thirty-nine PMTs participated in the study. In this qualitative research, data were obtained through open-ended questions, the semi-structured interviews and pictures of geometric figures drawn…
Secondary School Mathematics in Perspective: Conceptions of its Nature and Relevance.

Science.gov (United States)

Frid, Sandra; White, Loren

This study investigated the nature of secondary school students' and teachers' conceptions of what mathematics is, the purposes of school mathematics, and the outcomes of school mathematics. Interviews were conducted with a sample of grades 10, 11, and 12 students (n=40), teachers (n=19), counselors (n=2), and administrators (n=2) from a large…
Motivated Forgetting in Early Mathematics: A Proof-of-Concept Study

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Gerardo Ramirez

2017-12-01

Full Text Available Educators assume that students are motivated to retain what they are taught. Yet, students commonly report that they forget most of what they learn, especially in mathematics. In the current study I ask whether students may be motivated to forget mathematics because of academic experiences threaten the self-perceptions they are committed to maintaining. Using a large dataset of 1st and 2nd grade children (N = 812, I hypothesize that math anxiety creates negative experiences in the classroom that threaten children’s positive math self-perceptions, which in turn spurs a motivation to forget mathematics. I argue that this motivation to forget is activated during the winter break, which in turn reduces the extent to which children grow in achievement across the school year. Children were assessed for math self-perceptions, math anxiety and math achievement in the fall before going into winter break. During the spring, children’s math achievement was measured once again. A math achievement growth score was devised from a regression model of fall math achievement predicting spring achievement. Results show that children with higher math self-perceptions showed reduced growth in math achievement across the school year as a function of math anxiety. Children with lower math interest self-perceptions did not show this relationship. Results serve as a proof-of-concept for a scientific account of motivated forgetting within the context of education.
Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction

Science.gov (United States)

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…
An Investigation of Mathematical Knowledge Related to Mathematics Teachers' Basic Concepts in Sets Unit

Directory of Open Access Journals (Sweden)

Nurullah YAZICI

2017-05-01

Full Text Available This research was conducted in order to examine the subject matter of Mathematics teachers in the context of "Mathematical Knowledge For Teaching" (MKT model of "Basic Concepts in Sets" which is the first topic of the 9th class "Sets". The study group, which is one of the qualitative research methods, used the case study design, constitutes 5 mathematics teachers who work in different education levels (primary and secondary education in the academic year of 2015-2016. Open-ended questions and semi-structured interview form developed by the researcher were used for data collection. A descriptive analysis technique was used to analyze the data obtained through interviews. While analyzing the data, teacher and student textbooks, which were prepared by the Ministry of National Education for the purpose of teaching in 2015-2016 academic year, were taken as a reference. According to the research findings, it was determined that the teachers had deficiencies in the subject field of "Basic Concepts in the Sets" and had superficial knowledge rather than in depth knowledge.
Digital game based learning: A new method in teaching and learning mathematics

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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.
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.
Conversations about Curriculum Change: Mathematical Thinking and Team-Based Learning in a Discrete Mathematics Course

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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…
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...
The Role of Self-Assessment in Foundation of Mathematics Learning

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Masriyah

2018-01-01

This research is motivated by the low performance of students who took Foundations of Mathematics course. This study was aimed to describe (1) the learning outcomes of students who learned Mathematics Foundation after learning axiomatic applying self-assessment; (2) the difficulty of students and the alternative solutions; and (3) the response of students toward Foundation of Mathematics learning taught by applying self-assessment. This research was a descriptive research. The subjects were 25 mathematics students who studied Foundation of Mathematics in odd semester of the 2015/2016 academic year. Data collection was done using questionnaires, and testing methods. Based on the results of data analysis, it can be concluded that the learning outcomes of students were categorized as “good.” Student responses were positive; the difficulties lied in the sub material: Classification of Axiom Systems and the requirements, Theorem and how the formation, and finite geometry. The alternatives deal with these difficulties are to give emphasis and explanation as needed on these materials, as well as provide some more exercises to reinforce their understanding.

English learners in the mathematics classroom

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Coggins, Debra S (Susan)

2014-01-01

Research-based strategies to reach English learners - now aligned with the Common Core!Enable your English learners to build higher-level math skills and gain greater fluency in their new language-all while achieving the goals of the Common Core. Now in its second edition, this trusted resource includes: Mathematics lesson scenarios in every chapter, directly connected to Common Core Standards and the Standards for Mathematical Practice Instructional approaches that promote participation, hands-on learning, and true comprehension of mathematics concepts that benefit ALL students Sample lessons, visuals, and essential vocabulary that connect mathematical concepts with language development.
The Mathematics-language symbiosis: The learners' benefits ...

African Journals Online (AJOL)

On their own part, those whose course of study is mathematics are curious ... of Applied Linguistics propounded by Leonard Bloomfield in 1941 guides the study. ... a mathematics classroom so as to continue learning advanced concepts.
Didactic trajectory of research in mathematics education using research-based learning

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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.
The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning

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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.
Comparison of learning models based on mathematics logical intelligence in affective domain

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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.
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.
Development of Mathematics Learning Strategy Module, Based on Higher Order Thinking Skill (Hots) To Improve Mathematic Communication And Self Efficacy On Students Mathematics Department

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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.
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.
Self-concept mediates the relation between achievement and emotions in mathematics

NARCIS (Netherlands)

Van der Beek, Jojanneke P J; Van der Ven, Sanne H G; Kroesbergen, Evelyn H; Leseman, Paul P M

BACKGROUND: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions.
Self-concept mediates the relation between achievement and emotions in mathematics

NARCIS (Netherlands)

Beek, J.P.J. van der; Ven, S.H.G. van der; Kroesbergen, E.H.; Leseman, P.P.M.

2017-01-01

Background: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions.
Digital games and learning mathematics: Student, teacher and parent perspectives

OpenAIRE

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...
The role of picture of process (pp) on senior high school students’ collision concept learning activities and multirepresentation ability

Science.gov (United States)

Sutarto; Indrawati; Wicaksono, I.

2018-04-01

The objectives of the study are to describe the effect of PP collision concepts to high school students’ learning activities and multirepresentation abilities. This study was a quasi experimental with non- equivalent post-test only control group design. The population of this study were students who will learn the concept of collision in three state Senior High Schools in Indonesia, with a sample of each school 70 students, 35 students as an experimental group and 35 students as a control group. Technique of data collection were observation and test. The data were analized by descriptive and inferensial statistic. Student learning activities were: group discussions, describing vectors of collision events, and formulating problem-related issues of impact. Multirepresentation capabilities were student ability on image representation, verbal, mathematics, and graph. The results showed that the learning activities in the three aspects for the three high school average categorized good. The impact of using PP on students’ ability on image and graph representation were a significant impact, but for verbal and mathematical skills there are differences but not significant.
Understanding the Problems of Learning Mathematics.

Science.gov (United States)

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.…
Concept of Gender and Mathematics Education Conceito de Gênero e Educação Matemática

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Maria Celeste Reis Fernandes de Souza

2009-04-01

Full Text Available The text presents the emergence of the concept of gender in education, showing its different nuances, and proposes its incorporation as a category of analysis in the field of Mathematics Education, in which the discussions on gender are rarely detected, especially when we analyze the Brazilian production. Taking as references the female scholars in the field of gender studies, we have reflected on the need of incorporating such concept into the investigation about the processes of teaching and learning Mathematics, the subjects in the pedagogical relations, and the cultural mode of conceiving, using and evaluating mathematical knowledge. Such incorporation would imply, however, the disruption in the ways in which we have thought concepts related to female, male and mathematics. Keywords: Gender. Mathematics Education. Research.O texto expõe a emergência do conceito de gênero no campo da educação, mostrando suas diferentes nuances, e propõe sua incorporação como uma categoria de análise no campo da Educação Matemática, no qual as discussões sobre gênero aparecem muito raramente, especialmente quando se analisa a produção brasileira. Tomando como referência estudiosas do campo dos estudos de gênero, refletimos sobre a necessidade da incorporação de tal conceito às investigações sobre os processos de ensino e aprendizagem da Matemática, sobre os sujeitos das relações pedagógicas e sobre os modos culturais de se conceber, utilizar e avaliar conhecimentos matemáticos. Tal incorporação implicaria, porém, deslocamentos nos modos como temos pensado femininos, masculinos e matemática. Palavras-chave: Gênero. Educação Matemática. Pesquisa.
Prospective Mathematics Teachers' Ability to Identify Mistakes Related to Angle Concept of Sixth Grade Students

Science.gov (United States)

Arslan, Cigdem; Erbay, Hatice Nur; Guner, Pinar

2017-01-01

In the present study we try to highlight prospective mathematics teachers' ability to identify mistakes of sixth grade students related to angle concept. And also we examined prospective mathematics teachers' knowledge of angle concept. Study was carried out with 30 sixth-grade students and 38 prospective mathematics teachers. Sixth grade students…
Motivational Classroom Climate for Learning Mathematics: A Reversal Theory Perspective

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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…
Effectiveness of discovery learning model on mathematical problem solving

Science.gov (United States)

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.
Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities.

Science.gov (United States)

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.
The use of mobile technologies for mathematical engagement in informal learning environments

OpenAIRE

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 ...
The Constructivist Mathematics Classroom

Science.gov (United States)

Jones, Karrie; Jones, Jennifer L.; Vermette, Paul J.

2010-01-01

By examining how people learn, the educational theories of Dewey, Piaget, Vygotsky and Bruner can be synthesized to give this set of core Constructivist principles. Principles of effective mathematics teaching: (1) allows learning that is "active" and "reflective". Students are required to transfer key concepts to new situations; (2) allows…

Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students

Science.gov (United States)

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,…
Mathematical Representation Ability by Using Project Based Learning on the Topic of Statistics

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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.
Learning Mathematics or Losing Money--Betting as a Topic for Mathematical Education

Science.gov (United States)

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…
Finding faults: analogical comparison supports spatial concept learning in geoscience.

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Jee, Benjamin D; Uttal, David H; Gentner, Dedre; Manduca, Cathy; Shipley, Thomas F; Sageman, Bradley

2013-05-01

A central issue in education is how to support the spatial thinking involved in learning science, technology, engineering, and mathematics (STEM). We investigated whether and how the cognitive process of analogical comparison supports learning of a basic spatial concept in geoscience, fault. Because of the high variability in the appearance of faults, it may be difficult for students to learn the category-relevant spatial structure. There is abundant evidence that comparing analogous examples can help students gain insight into important category-defining features (Gentner in Cogn Sci 34(5):752-775, 2010). Further, comparing high-similarity pairs can be especially effective at revealing key differences (Sagi et al. 2012). Across three experiments, we tested whether comparison of visually similar contrasting examples would help students learn the fault concept. Our main findings were that participants performed better at identifying faults when they (1) compared contrasting (fault/no fault) cases versus viewing each case separately (Experiment 1), (2) compared similar as opposed to dissimilar contrasting cases early in learning (Experiment 2), and (3) viewed a contrasting pair of schematic block diagrams as opposed to a single block diagram of a fault as part of an instructional text (Experiment 3). These results suggest that comparison of visually similar contrasting cases helped distinguish category-relevant from category-irrelevant features for participants. When such comparisons occurred early in learning, participants were more likely to form an accurate conceptual representation. Thus, analogical comparison of images may provide one powerful way to enhance spatial learning in geoscience and other STEM disciplines.
Difficulties of learning probability concepts, the reasons why these concepts cannot be learned and suggestions for solution

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Dilek Sezgin MEMNUN

2008-06-01

Full Text Available Probability holds the first place among the subjects that both teachers and students have difficulty in handling. Although probability has an important role in many professions and a great many decisions we make for our daily lives, the understanding of the probability concepts is not an easy ability to gain for many students. Most of the students develop perception about lots of probability concepts and they have difficulty finding a reason for probability events. Thus, in the present study, the difficulties faced while learning probability concepts and the reasons why these concepts cannot be learned well are investigated, these reasons are tried to be put forward, and some suggestions for solutions regarding these concepts are presented. In this study, cross-hatching model was used. National and international studies on the subject of probability are investigated, the reasons why these concepts cannot be learned were categorized in the light of findings obtained, and the reasons why these concepts cannot be learned and taught are tried to be discovered. The categorization was displayed with Ishikawa diagram. In the diagram, the reasons why these concepts cannot be learned were noted as six categories. These categories were age, the insufficiency of advanced information, the deficiency of argumentation ability, teacher, error in concept, and students’ negative attitudes.
Technology-integrated Mathematics Education at the Secondary School Level

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Hamdi Serin

2017-06-01

Full Text Available The potential of technological devices to enrich learning and teaching of Mathematics has been widely recognized recently. This study is founded on a case study that investigates how technology-related Mathematics teaching can enhance learning of Mathematical topics. The findings indicate that when teachers integrate technology into their teaching practices, students’ learning of Mathematics is significantly promoted. It was seen that the use of effective presentations through technological devices highly motivated the students and improved their mathematics achievement. This highlights that the availability of technological devices, teacher beliefs, easy access to resources and most importantly teacher skills of using technological devices effectively are decisive factors that can provide learners better understanding of mathematical concepts.
Using Mathematics, Mathematical Applications, Mathematical Modelling, and Mathematical Literacy: A Theoretical Study

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Mumcu, Hayal Yavuz

2016-01-01

The purpose of this theoretical study is to explore the relationships between the concepts of using mathematics in the daily life, mathematical applications, mathematical modelling, and mathematical literacy. As these concepts are generally taken as independent concepts in the related literature, they are confused with each other and it becomes…
Mathematical knowledge in teaching of fraction concepts using diagrammatical approach

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Veloo, Palanisamy Kathir; Puteh, Marzita

2017-05-01

Teachers need various types of knowledge in order to deliver various fraction concepts at elementary level. In this paper, Balls' framework (2008) or, Mathematical Knowledge for Teaching (MKT) is used as benchmark guideline. This paper investigates and explores component of MKT knowledge among eight experienced teachers of the primary school. Data was collected using paper pencil test, interview and video recording. This paper, narrowed to teacher's knowledge and their practices while teaching of various fractions concepts using diagrammatical approach in present of MKT. The data gathered from teachers were analyzed using thematic analysis techniques. The results indicated that teachers lack various components of MKT knowledge as a proposal by various researchers and assumed that teaching as procedural more than enough due to lack of deep understanding of mathematics and the various types of MKT is not required due to the present of practices in the mathematics classroom.
Prospective elementary teachers' conceptions of multidigit number: exemplifying a replication framework for mathematics education

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Jacobson, Erik; Simpson, Amber

2018-04-01

Replication studies play a critical role in scientific accumulation of knowledge, yet replication studies in mathematics education are rare. In this study, the authors replicated Thanheiser's (Educational Studies in Mathematics 75:241-251, 2010) study of prospective elementary teachers' conceptions of multidigit number and examined the main claim that most elementary pre-service teachers think about digits incorrectly at least some of the time. Results indicated no statistically significant difference in the distribution of conceptions between the original and replication samples and, moreover, no statistically significant differences in the distribution of sub-conceptions among prospective teachers with the most common conception. These results suggest confidence is warranted both in the generality of the main claim and in the utility of the conceptions framework for describing prospective elementary teachers' conceptions of multidigit number. The report further contributes a framework for replication of mathematics education research adapted from the field of psychology.
K-12 Mathematics and the Web

Science.gov (United States)

Glazer, Evan

2005-01-01

The Web offers numerous learning resources and opportunities for K-12 mathematics education. This paper discusses those resources and opportunities. Discussion includes (a) asynchronous and synchronous communication tools, (b) the use of data sets to make connections between mathematics concepts and real-world applications, and (c) interactive…
The Effectiveness of Problem-Based Learning Approach Based on Multiple Intelligences in Terms of Student’s Achievement, Mathematical Connection Ability, and Self-Esteem

Science.gov (United States)

Kartikasari, A.; Widjajanti, D. B.

2017-02-01

The aim of this study is to explore the effectiveness of learning approach using problem-based learning based on multiple intelligences in developing student’s achievement, mathematical connection ability, and self-esteem. This study is experimental research with research sample was 30 of Grade X students of MIA III MAN Yogyakarta III. Learning materials that were implemented consisting of trigonometry and geometry. For the purpose of this study, researchers designed an achievement test made up of 44 multiple choice questions with respectively 24 questions on the concept of trigonometry and 20 questions for geometry. The researcher also designed a connection mathematical test and self-esteem questionnaire that consisted of 7 essay questions on mathematical connection test and 30 items of self-esteem questionnaire. The learning approach said that to be effective if the proportion of students who achieved KKM on achievement test, the proportion of students who achieved a minimum score of high category on the results of both mathematical connection test and self-esteem questionnaire were greater than or equal to 70%. Based on the hypothesis testing at the significance level of 5%, it can be concluded that the learning approach using problem-based learning based on multiple intelligences was effective in terms of student’s achievement, mathematical connection ability, and self-esteem.
Obtaining learning independence and academic success through self-assessment and referral to a Mathematics Learning Centre

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.
COLLEGE STUDENTS’ PERCEPTIONS OF LEARNING MATHEMATICS AND USING COMPUTERS

OpenAIRE

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...
Keystone Method: A Learning Paradigm in Mathematics

Science.gov (United States)

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…
Self-Concept Mediates the Relation between Achievement and Emotions in Mathematics

Science.gov (United States)

Van der Beek, Jojanneke P. J.; Van der Ven, Sanne H. G.; Kroesbergen, Evelyn H.; Leseman, Paul P. M.

2017-01-01

Background: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. Aims: The aims were (1) to investigate the…
Students' Conceptions of Function Transformation in a Dynamic Mathematical Environment

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Daher, Wajeeh; Anabousy, Ahlam

2015-01-01

The study of function transformations helps students understand the function concept which is a basic and main concept in mathematics, but this study is problematic to school students as well as college students, especially when transformations are performed on non-basic functions. The current research tried to facilitate grade 9 students'…
The Effect of Blended Learning in Mathematics Course

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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…
There is More to the Teaching and Learning of Mathematics Than the Use of Local Languages: Mathematics Teacher Practices

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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.
International note: Are Emirati parents' attitudes toward mathematics linked to their adolescent children's attitudes toward mathematics and mathematics achievement?

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Areepattamannil, Shaljan; Khine, Myint Swe; Melkonian, Michael; Welch, Anita G; Al Nuaimi, Samira Ahmed; Rashad, Fatimah F

2015-10-01

Drawing on data from the 2012 Program for International Student Assessment (PISA) and employing multilevel modeling as an analytic strategy, this study examined the relations of adolescent children's perceptions of their parents' attitudes towards mathematics to their own attitudes towards mathematics and mathematics achievement among a sample of 5116 adolescents from 384 schools in the United Arab Emirates. The results of this cross-sectional study revealed that adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children not only to study but also for their career tended to report higher levels of intrinsic and instrumental motivation to learn mathematics, mathematics self-concept and self-efficacy, and mathematics work ethic. Moreover, adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children's career tended to report positive intentions and behaviors toward mathematics. However, adolescents who perceived that their parents considered mathematics was important for their children's career tended to report higher levels of mathematics anxiety. Finally, adolescents who perceived that their parents considered mathematics was important for their children to study performed significantly better on the mathematics assessment than did their peers whose parents disregarded the importance of learning mathematics. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
The Relationship between The Level of Intelligence, Achievement Motivation, Mathematics Learning Habits and Learning Achievement

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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

On the learning difficulty of visual and auditory modal concepts: Evidence for a single processing system.

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Vigo, Ronaldo; Doan, Karina-Mikayla C; Doan, Charles A; Pinegar, Shannon

2018-02-01

The logic operators (e.g., "and," "or," "if, then") play a fundamental role in concept formation, syntactic construction, semantic expression, and deductive reasoning. In spite of this very general and basic role, there are relatively few studies in the literature that focus on their conceptual nature. In the current investigation, we examine, for the first time, the learning difficulty experienced by observers in classifying members belonging to these primitive "modal concepts" instantiated with sets of acoustic and visual stimuli. We report results from two categorization experiments that suggest the acquisition of acoustic and visual modal concepts is achieved by the same general cognitive mechanism. Additionally, we attempt to account for these results with two models of concept learning difficulty: the generalized invariance structure theory model (Vigo in Cognition 129(1):138-162, 2013, Mathematical principles of human conceptual behavior, Routledge, New York, 2014) and the generalized context model (Nosofsky in J Exp Psychol Learn Mem Cogn 10(1):104-114, 1984, J Exp Psychol 115(1):39-57, 1986).
Ethnomathematics: the cultural aspects of mathematics

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Milton Rosa

2011-01-01

Full Text Available Ethnomathematics studies the cultural aspects of mathematics. It presents mathematical concepts of the school curriculum in a way in which these concepts are related to the students¿ cultural and daily experiences, thereby enhancing their abilities to elaborate meaningful connections and deepening their understanding of mathematics. Ethnomathematical approaches to mathematics curriculum are intended to make school mathematics more relevant and meaningful for students and to promote the overall quality of their education. In this context, the implementation of an ethnomathematical perspective in the school mathematics curriculum helps to develop students' intellectual, social, emotional, and political learning by using their own unique cultural referents to impart their knowledge, skills, and attitudes. This kind of curriculum provides ways for students to maintain their identity while succeeding academically.
Intentional learning: A concept analysis.

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Mollman, Sarah; Candela, Lori

2018-01-01

To use a concept analysis to determine a clear definition of the term "intentional learning" for use in nursing. The term intentional learning has been used for years in educational, business, and even nursing literature. It has been used to denote processes leading to higher order thinking and the ability to use knowledge in new situations; both of which are important skills to develop in nursing students. But the lack of a common, accepted definition of the term makes it difficult for nurse educators to base instruction and learning experiences on or to evaluate its overall effectiveness in educating students for diverse, fast-paced clinical practices. A concept analysis following the eight-step method developed by Walker and Avant (2011). Empirical and descriptive literature. Five defining attributes were identified: (1) self-efficacy for learning, (2) active, effortful, and engaged learning, (3) mastery of goals where learning is the goal, (4) self-directed learning, and (5) self-regulation of learning. Through this concept analysis, nursing will have a clear definition of intentional learning. This will enable nurse educators to generate, evaluate, and test learning experiences that promote further development of intentional learning in nursing students. Nurses in practice will also be able to evaluate if the stated benefits are demonstrated and how this impacts patient care and outcomes. © 2017 Wiley Periodicals, Inc.
A synthesis of mathematical and cognitive performances of students with mathematics learning disabilities.

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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.
Ethnomathematics: the cultural aspects of mathematics

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Milton Rosa

2011-09-01

Full Text Available Ethnomathematics studies the cultural aspects of mathematics. It presents mathematical concepts of the school curriculum in a way in which these concepts are related to the students’ cultural and daily experiences, thereby enhancing their abilities to elaborate meaningful connections and deepening their understanding ofmathematics. Ethnomathematical approaches to mathematics curriculum are intended to make school mathematics more relevant and meaningful for students and to promote the overall quality of their education.In this context, the implementation of an ethnomathematical perspective in the school mathematics curriculum helps to develop students’ intellectual, social, emotional, and political learning by using their own unique cultural referents to impart their knowledge, skills, and attitudes. This kind of curriculum providesways for students to maintain their identity while succeeding academically.
Learning mathematics outside the classroom

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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...
Collaborative and Cooperative Learning in Malaysian Mathematics Education

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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…
Creativity and Mathematics: Using Learning Journals

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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…
The concept of stability in numerical mathematics

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Hackbusch, Wolfgang

2014-01-01

In this book, the author compares the meaning of stability in different subfields of numerical mathematics. Concept of Stability in numerical mathematics opens by examining the stability of finite algorithms. A more precise definition of stability holds for quadrature and interpolation methods, which the following chapters focus on. The discussion then progresses to the numerical treatment of ordinary differential equations (ODEs). While one-step methods for ODEs are always stable, this is not the case for hyperbolic or parabolic differential equations, which are investigated next. The final chapters discuss stability for discretisations of elliptic differential equations and integral equations. In comparison among the subfields we discuss the practical importance of stability and the possible conflict between higher consistency order and stability.
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.
Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics

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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.
Pre-Service Teachers' Developing Conceptions about the Nature and Pedagogy of Mathematical Modeling in the Context of a Mathematical Modeling Course

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Cetinkaya, Bulent; Kertil, Mahmut; Erbas, Ayhan Kursat; Korkmaz, Himmet; Alacaci, Cengiz; Cakiroglu, Erdinc

2016-01-01

Adopting a multitiered design-based research perspective, this study examines pre-service secondary mathematics teachers' developing conceptions about (a) the nature of mathematical modeling in simulations of "real life" problem solving, and (b) pedagogical principles and strategies needed to teach mathematics through modeling. Unlike…
Professional Learning in Mathematical Reasoning: Reflections of a Primary Teacher

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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

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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…
Productive Ambiguity in the Learning of Mathematics

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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…
An analysis of mathematical connection ability based on student learning style on visualization auditory kinesthetic (VAK) learning model with self-assessment

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Apipah, S.; Kartono; Isnarto

2018-03-01

This research aims to analyze the quality of VAK learning with self-assessment toward the ability of mathematical connection performed by students and to analyze students’ mathematical connection ability based on learning styles in VAK learning model with self-assessment. This research applies mixed method type with concurrent embedded design. The subject of this research consists of VIII grade students from State Junior High School 9 Semarang who apply visual learning style, auditory learning style, and kinesthetic learning style. The data of learning style is collected by using questionnaires, the data of mathematical connection ability is collected by performing tests, and the data of self-assessment is collected by using assessment sheets. The quality of learning is qualitatively valued from planning stage, realization stage, and valuation stage. The result of mathematical connection ability test is analyzed quantitatively by mean test, conducting completeness test, mean differentiation test, and mean proportional differentiation test. The result of the research shows that VAK learning model results in well-qualified learning regarded from qualitative and quantitative sides. Students with visual learning style perform the highest mathematical connection ability, students with kinesthetic learning style perform average mathematical connection ability, and students with auditory learning style perform the lowest mathematical connection ability.
Developing a learning environment on realistic mathematics education for Indonesian student teachers

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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
How Preservice Teachers Use Children’s Literature to Teach Mathematical Concepts: Focus on Mathematical Knowledge for Teaching

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Jennifer EDELMAN

2017-06-01

Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.
How preservice teachers use children’s literature to teach mathematical concepts: Focus on mathematical knowledge for teaching

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Jennifer Edelman

2017-06-01

Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.
Self-regulated learning and conceptions of students in Cooperative Learning

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Calixto Gutiérrez Braojos

2009-05-01

Full Text Available The aim of this exploratory study was to analyze the relationship between conceptions and self-regulation learning in the cooperative learning. The participants were 71 students enrolled in higher education. We used a survey method and transversal design to analyze the relationship between the study variables. We use two questionnaires: a questionnaire about self-regulation learning in group cooperative learning; b questionnaire about interdependence social conceptions. Thus, we have followed classic validation procedures accepted by the scientific community (expert point of view and stadistical tests. The results showed on one hand a relationship between conceptions, self-regulation learning, and other hand, two type of student´s profiles respect to conceptions: a cooperative learners and individualist learners. Solely, cooperative learners obtained benefits of the didactic strategy to facilitate cooperative learning. Thus, results were significantly higher in the cooperative students than individualist students respect to use of selfregulation strategies and communicative skills to generate shared knowledge.

The Role of Mathematics Learning Centres in Engineering Education.

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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

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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…
Mathematics and Metacognition in Adolescents and Adults with Learning Disabilities

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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…
Influence of Problem-Based Learning Model of Learning to the Mathematical Communication Ability of Students of Grade XI IPA SMAN 14 Padang

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Nisa, I. M.

2018-04-01

The ability of mathematical communication is one of the goals of learning mathematics expected to be mastered by students. However, reality in the field found that the ability of mathematical communication the students of grade XI IPA SMA Negeri 14 Padang have not developed optimally. This is evident from the low test results of communication skills mathematically done. One of the factors that causes this happens is learning that has not been fully able to facilitate students to develop mathematical communication skills well. By therefore, to improve students' mathematical communication skills required a model in the learning activities. One of the models learning that can be used is Problem Based learning model Learning (PBL). The purpose of this study is to see whether the ability the students' mathematical communication using the PBL model better than the students' mathematical communication skills of the learning using conventional learning in Class XI IPA SMAN 14 Padang. This research type is quasi experiment with design Randomized Group Only Design. Population in this research that is student of class XI IPA SMAN 14 Padang with sample class XI IPA 3 and class XI IPA 4. Data retrieval is done by using communication skill test mathematically shaped essay. To test the hypothesis used U-Mann test Whitney. Based on the results of data analysis, it can be concluded that the ability mathematical communication of students whose learning apply more PBL model better than the students' mathematical communication skills of their learning apply conventional learning in class XI IPA SMA 14 Padang at α = 0.05. This indicates that the PBL learning model effect on students' mathematical communication ability.
Elementary school students’ mathematical intelligence based on mathematics learning using classical music of the baroque era as the backsound

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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.
Manipulatives Implementation For Supporting Learning Of Mathematics For Prospective Teachers

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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
Cognitive Play and Mathematical Learning in Computer Microworlds.

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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…
Mathematical Interventions for Secondary Students with Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

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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…
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.
Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty.

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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.
The effect of Missouri mathematics project learning model on students’ mathematical problem solving ability

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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.
Mixed Methods Study Using Constructive Learning Team Model for Secondary Mathematics Teachers

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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…
The Professional Learning Experiences of Non-Mathematics Subject Specialist Teachers: A Descriptive Study

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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...
The big-fish-little-pond effect on mathematics self-concept: Evidence from the United Arab Emirates.

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Areepattamannil, Shaljan; Khine, Myint Swe; Al Nuaimi, Samira

2017-08-01

This study examined the big-fish-little-pond effect (BFLPE; Marsh, 1987) on mathematics self-concept of 7404 adolescents (female = 3767 [51%], male = 3637 [49%]; M age = 15.85 years, SD = 0.28) from 456 schools in the United Arab Emirates, one of the Arab states of the Persian Gulf. The results of multilevel regression analyses indicated good support for the BFLPE's theoretical predictions: the effect of individual student mathematics achievement on individual student mathematics self-concept was positive and statistically significant, whereas the effect of school-average mathematics achievement on individual student mathematics self-concept was negative and statistically significant. Moreover, the interaction between school-average mathematics achievement and individual student mathematics achievement was small and non-significant. Implications of the findings for policy and practice are briefly discussed. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
Intuitive Mathematical Knowledge as an Essential Aspect of Contemporary Adult Learning: A case of women street vendors in the city of Gaborone

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Rebecca Nthogo Lekoko

2006-04-01

Full Text Available The findings of a phenomenological interview study with women street vendors showed a strong link between participants’ perceptions of everyday use of mathematical literacy and the speculations that mathematical use arose spontaneously in response to a practical need. The concept of intuitive mathematics as used indicates that mathematical thinking is an indispensable element of everyday conversation. Although the study finds that intuition and spontaneity are essential principles of lifelong learning, it concludes with recommendations for an empowerment curriculum that interweaves participants’ experiences and intuition with formal/academic mathematical literacy and psychosocial skills necessary for success in a highly competitive business world.
Mathematical modeling

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Eck, Christof; Knabner, Peter

2017-01-01

Mathematical models are the decisive tool to explain and predict phenomena in the natural and engineering sciences. With this book readers will learn to derive mathematical models which help to understand real world phenomena. At the same time a wealth of important examples for the abstract concepts treated in the curriculum of mathematics degrees are given. An essential feature of this book is that mathematical structures are used as an ordering principle and not the fields of application. Methods from linear algebra, analysis and the theory of ordinary and partial differential equations are thoroughly introduced and applied in the modeling process. Examples of applications in the fields electrical networks, chemical reaction dynamics, population dynamics, fluid dynamics, elasticity theory and crystal growth are treated comprehensively.
Developing mathematics learning set for special-needs junior high school student oriented to learning interest and achievement

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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.
Students’ Mathematical Creative Thinking through Problem Posing Learning

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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
Learning Mathematics with Creative Drama

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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.
Research in collegiate mathematics education III

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Arcavi, A; Kaput, Jim; Dubinsky, Ed; Dick, Thomas

1998-01-01

Volume III of Research in Collegiate Mathematics Education (RCME) presents state-of-the-art research on understanding, teaching, and learning mathematics at the post-secondary level. This volume contains information on methodology and research concentrating on these areas of student learning: Problem solving. Included here are three different articles analyzing aspects of Schoenfeld's undergraduate problem-solving instruction. The articles provide new detail and insight on a well-known and widely discussed course taught by Schoenfeld for many years. Understanding concepts. These articles fe

Designing Differentiated Mathematics Games: "Discarding" the One-Size-Fits-All Approach to Educational Game Play

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Trinter, Christine P.; Brighton, Catherine M.; Moon, Tonya R.

2015-01-01

Primary grade students enter the mathematics classroom with a range of differences including students' mathematical readiness, mathematical conceptions, interests, and learning profiles. Addressing the learning needs of students is not a trivial task, but accounting for these needs is essential for supporting students as they continually work…
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.
Contextual approach using VBA learning media to improve students’ mathematical displacement and disposition ability

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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
Using e-Learning Platforms for Mastery Learning in Developmental Mathematics Courses

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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…
Utilizing Microsoft Mathematics in Teaching and Learning Calculus

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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…
Mathematics education and students with learning disabilities: introduction to the special series.

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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
Perception of mathematics teachers on cooperative learning method in the 21st century

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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.
Reading and Reflecting: Elementary Preservice Teachers' Conceptions about Teaching Mathematics for Equity

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Jackson, Christa; Jong, Cindy

2017-01-01

Teaching mathematics for equity is critical because it provides opportunities for all students, especially those who have been traditionally marginalised, to learn mathematics that is rigorous and relevant to their lives. This article reports on our work, as mathematics teacher educators, on exposing and engaging 60 elementary preservice teachers…
Remembering the hindu festivities mathematically by the balinese using integer operations and least common multiple

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Budi Darmayasa, Jero; Wahyudin; Mulyana, Tatang; Subali Noto, Muchamad

2018-04-01

Ethnomathematicsis considered as a new study in mathematic education. As a study, numerous regions in this world starts to explore through ethnomathematics, including Indonesia. As the intersection between mathematics and mathematical modelling and culture, ethnomathematics exists in various society’s cultural elements, including in the Balinese Hindus’ festivities. To find the mathematical concept used in determining the festivity days, the researcher(s) conducted ethnographic research in Bali Mula society in Kintamani District, Bali. Participation observation, in-depth interview, and literature and documentation were used in collecting the data. As the result, the researcher(s) revealed that the mathematical concept used is integer operations, least common multiple, mixed fraction, and number sequences. Since it contains mathematical concept used in junior high, thus ethnomathematics of “4-hindu’s festivities” may be used as context in mathematics learning. By using ethnomathematics as the context, the researcher(s) expect that it will help teachers in motivation their students to learn mathematics.
Examining Teaching Based on Errors in Mathematics Amongst Pupils with Learning Disabilities

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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…
Engaging Students in Mathematical Modeling through Service-Learning

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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…
Advanced Mathematics Communication beyond Modality of Sight

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Sedaghatjou, Mina

2018-01-01

This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile and auditory activities. Adapting a perceptuomotor integration approach, the study shows that the lack of access…
Using the Typewriter for Learning: Concepts

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Clayton, Dean

1977-01-01

Research studies conducted with typewriting students have consistently shown that concepts can be learned in typewriting classes with no appreciable loss of typewriting skill by students. This article discusses three stages of typewriting instruction and how concept learning can be incorporated into each stage. (HD)
PENGARUH MODEL PEMBELAJARAN BERBASIS PENEMUAN TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS DAN SELF CONCEPT DENGAN MENGONTROL KEMAMPUAN AWAL PESERTA DIDIK KELAS VII SMP

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Widayati Widayati

2018-02-01

Full Text Available ABSTRACTThis research aims to determine the effect of invention-based learning models on mathematical critical thinking skill and self concept by controlling the initial ability of class VII Junior High School students on the subject of flat building in the academic year 2016/2017. The research method used in this research is quasi experimental method with Posttest Only Control Group Design. The sample in this study amounted to 96 students selected by using cluster random sampling technique with three classes of samples. Methods of data collection in this study were obtained through the provision of initial ability tests, tests of critical thinking skills mathematically, and self concept questionnaires that have been validated and tested its reliability. The data were processed using covariance analysis (ANCOVA and continued with corrected t-test. The result of the research shows that 1 There is difference of influence of invention-based learning model on mathematical critical thinking skill and self concept by controlling the initial ability of class VII Junior High School students, 2 Mathematical critical thinking skill of learners using guided discovery learning model better than the ability of learners to learn using guided inquiry learning models and conventional learning models, (3 Self Concept mathematical learners who learn by using guided discovery learning model better than learners' ability to learn using guided inquiry model and conventional learning model.Keywords: Invention-Based Learning Model, Mathematical Critical Thinking Skill, Self Concept, Initial Ability
Science and mathematics teachers’ core teaching conceptions and their implications for engaging in cross-curricular innovations

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Hanne Møller Andersen

2010-04-01

Full Text Available Previous studies have found core teaching conceptions (CTCs to influence teachers’ actions, i.e. how they engage with new teaching practices (e.g. Lotter, Harwood, & Bonner, 2007. This study explores typical CTCs and their subject specific nature in a sample of teachers from physics, biology, and mathematics in Danish upper secondary school. Teachers’ CTCs were investigated through their essay responses to a set of open core questions, administered through a web-platform. Results demonstrate that teachers’ CTCs come in subject specific flavours, encompassing their purpose for teaching the subject, their conceptions of teaching and learning, and their conceptions of interdisciplinary teaching. It is argued that such differences shape teachers’ engagement with new cross-curricular innovations in the Danish context. Assessing and addressing typical and personal CTCs are found to be crucial to a successful implementation of current reform-initiatives, for teacher training, and for self-regulated professional development among teachers.
Concept mapping for learners of all ages

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Nancy L. Gallenstein

2013-02-01

Full Text Available Concept mapping is an inquiry technique that provides students at all ages with opportunities to demonstrate learning through performance. A concept map refers to a graphic/visual representation of concepts with linking connections that show various relationships between concepts (Novak & Gowin, 1984. Assessment is an ongoing process integrated with instruction across subject areas. The National Council of Teachers of Mathematics (NCTM emphasizes that assessment should focus on both the enhancement of student learning as well as serve as a valuable tool for making instructional decisions (NCTM, 2000. Assessment activities can take on a variety of forms, one being performance tasks. In this manuscript, an explanation of concept mapping is provided for learners ages 3 – 12 along with several examples of concept maps for young learners, including examples from an assessment project in the subject area of mathematics. Also presented are the numerous benefits of the concept mapping technique for both students and teachers.
Object recognition and concept learning with Confucius

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Cohen, B; Sammut, C

1982-01-01

A learning program produces, as its output, a Boolean function which describes a concept. The function returns true if and only if the argument is an object which satisfies the logical expression in the body of the function. The learning program's input is a set of objects which are instances of the concept to be learnt. The paper describes an algorithm devised to learn concept descriptions in this form. 15 references.
Influence of the Constructivist Learning Approach on Students' Levels of Learning Trigonometry and on Their Attitudes towards Mathematics

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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...
Spreadsheets as a Transparent Resource for Learning the Mathematics of Annuities

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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…
A Reflective Journey through Theory and Research in Mathematical Learning and Development

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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…

The Role of Mother Tongue Literacy in Language Learning and Mathematical Learning: Is There a Multilingual Benefit for Both?

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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…
Developing Culturally Responsive Mathematics Teachers: Secondary Teachers' Evolving Conceptions of Knowing Students

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Parker, Frieda; Bartell, Tonya Gau; Novak, Jodie D.

2017-01-01

Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the…
Teachers, Equity, and Computers for Secondary Mathematics Learning

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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…
Using the Tower of Hanoi Puzzle to Infuse Your Mathematics Classroom with Computer Science Concepts

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Marzocchi, Alison S.

2016-01-01

This article suggests that logic puzzles, such as the well-known Tower of Hanoi puzzle, can be used to introduce computer science concepts to mathematics students of all ages. Mathematics teachers introduce their students to computer science concepts that are enacted spontaneously and subconsciously throughout the solution to the Tower of Hanoi…
Mobile phone application for mathematics learning

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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.
Teaching’s concept of learning

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Qvortrup, Ane; Keiding, Tina Bering

This paper discusses and exemplifies how teaching’s concept of learning can be understood. The theoretical framework for the construction and discussion of teaching’s concept of learning is found insecond-order systems theory as described by the German sociologist Niklas Luhmann (Luhmann, 1995...... both produce and are products of the curricula, and for describing the taught curriculum as an emerging and contingent form in its own right (Keiding & Qvortrup, 2014)....
The Importance of Multiple Representations of Mathematical Problems: Evidence from Chinese Preservice Elementary Teachers' Analysis of a Learning Goal

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Kang, Rui; Liu, Di

2018-01-01

This article describes a study of how Chinese preservice teachers unpacked a learning goal pertaining to adding fractions and understanding the concepts underlying the operation. Based on work in the USA by Morris, Hiebert, and Spizter ("Journal for Research in Mathematics Education," 40(5), 491-529, 2009), 50 Chinese preservice teachers…
Student Talk and Opportunities for Mathematical Learning in Small Group Interactions

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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…
The Effects of Constructivist Learning Environment on Prospective Mathematics Teachers' Opinions

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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…
Undergraduate Mathematics Students' Understanding of the Concept of Function

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Bardini, Caroline; Pierce, Robyn; Vincent, Jill; King, Deborah

2014-01-01

Concern has been expressed that many commencing undergraduate mathematics students have mastered skills without conceptual understanding. A pilot study carried out at a leading Australian university indicates that a significant number of students, with high tertiary entrance ranks, have very limited understanding of the concept of function,…
Concept formation knowledge and experience in unsupervised learning

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Fisher, Douglas H; Langley, Pat

1991-01-01

Concept Formation: Knowledge and Experience in Unsupervised Learning presents the interdisciplinary interaction between machine learning and cognitive psychology on unsupervised incremental methods. This book focuses on measures of similarity, strategies for robust incremental learning, and the psychological consistency of various approaches.Organized into three parts encompassing 15 chapters, this book begins with an overview of inductive concept learning in machine learning and psychology, with emphasis on issues that distinguish concept formation from more prevalent supervised methods and f
Amidst Multiple Theories of Learning in Mathematics Education

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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…
An instrument measuring prospective mathematics teacher self-regulated learning: validity and reliability

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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.
Learning fraction comparison by using a dynamic mathematics software - GeoGebra

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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.
Learning Fraction Comparison by Using a Dynamic Mathematics Software--GeoGebra

Science.gov (United States)

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.
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
Rhetorical ways of thinking Vygotskian theory and mathematical learning

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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.
The challenge of computer mathematics.

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Barendregt, Henk; Wiedijk, Freek

2005-10-15

Progress in the foundations of mathematics has made it possible to formulate all thinkable mathematical concepts, algorithms and proofs in one language and in an impeccable way. This is not in spite of, but partially based on the famous results of Gödel and Turing. In this way statements are about mathematical objects and algorithms, proofs show the correctness of statements and computations, and computations are dealing with objects and proofs. Interactive computer systems for a full integration of defining, computing and proving are based on this. The human defines concepts, constructs algorithms and provides proofs, while the machine checks that the definitions are well formed and the proofs and computations are correct. Results formalized so far demonstrate the feasibility of this 'computer mathematics'. Also there are very good applications. The challenge is to make the systems more mathematician-friendly, by building libraries and tools. The eventual goal is to help humans to learn, develop, communicate, referee and apply mathematics.
The Language of Mathematics Utilizing Math in Practice

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Baber, Robert L

2011-01-01

A new and unique way of understanding the translation of concepts and natural language into mathematical expressions Transforming a body of text into corresponding mathematical expressions and models is traditionally viewed and taught as a mathematical problem; it is also a task that most find difficult. The Language of Mathematics: Utilizing Math in Practice reveals a new way to view this process-not as a mathematical problem, but as a translation, or language, problem. By presenting the language of mathematics explicitly and systematically, this book helps readers to learn mathematics¿and i
A study of students' learning styles and mathematics anxiety amongst form four students in Kerian Perak

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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.

Learned Helplessness in Mathematics: What Educators Should Know.

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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)
Teachers' Awareness of the Semio-Cognitive Dimension of Learning Mathematics

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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…
What Is the Long-Run Impact of Learning Mathematics during Preschool?

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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…
Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties

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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…
Application of Learning Engineering Techniques Thinking Aloud Pair Problem Solving in Learning Mathematics Students Class VII SMPN 15 Padang

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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.
Mathematics in Student-Centred Inquiry Learning: Student Engagement

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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…
Improving of prospective elementary teachers' reasoning: Learning geometry through mathematical investigation

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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.
The impact of Game-based learning on the achievement of learning goals and motivation for learning mathematics - literature review

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.
Implementation of STEAM Education to Improve Mastery Concept

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Liliawati, W.; Rusnayati, H.; Purwanto; Aristantia, G.

2018-01-01

Science Technology Engineering, Art, Mathematics (STEAM) is an integration of art into Science Technology Engineering, Mathematics (STEM). Connecting art to science makes learning more effective and innovative. This study aims to determine the increase in mastery of the concept of high school students after the application of STEAM education in learning with the theme of Water and Us. The research method used is one group Pretest-posttest design with students of class VII (n = 37) junior high school. The instrument used in the form of question of mastery of concepts in the form of multiple choices amounted to 20 questions and observation sheet of learning implementation. The results of the study show that there is an increase in conceptualization on the theme of Water and Us which is categorized as medium (=0, 46) after the application of the STEAM approach. The conclusion obtained that by applying STEAM approach in learning can improve the mastery of concept
Concept-Based Learning in Clinical Experiences: Bringing Theory to Clinical Education for Deep Learning.

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Nielsen, Ann

2016-07-01

Concept-based learning is used increasingly in nursing education to support the organization, transfer, and retention of knowledge. Concept-based learning activities (CBLAs) have been used in clinical education to explore key aspects of the patient situation and principles of nursing care, without responsibility for total patient care. The nature of best practices in teaching and the resultant learning are not well understood. The purpose of this multiple-case study research was to explore and describe concept-based learning in the context of clinical education in inpatient settings. Four clinical groups (each a case) were observed while they used CBLAs in the clinical setting. Major findings include that concept-based learning fosters deep learning, connection of theory with practice, and clinical judgment. Strategies used to support learning, major teaching-learning foci, and preconditions for concept-based teaching and learning will be described. Concept-based learning is promising to support integration of theory with practice and clinical judgment through application experiences with patients. [J Nurs Educ. 2016;55(7):365-371.]. Copyright 2016, SLACK Incorporated.
PENGEMBANGAN MODEL COMPUTER-BASED E-LEARNING UNTUK MENINGKATKAN KEMAMPUAN HIGH ORDER MATHEMATICAL THINKING SISWA SMA

OpenAIRE

Jarnawi Afgani Dahlan; Yaya Sukjaya Kusumah; Mr Heri Sutarno

2011-01-01

The focus of this research is on the development of mathematics teaching and learning activity which is based on the application of computer software. The aim of research is as follows : 1) to identify some mathematics topics which feasible to be presented by computer-based e-learning, 2) design, develop, and implement computer-based e-learning on mathematics, and 3) analyze the impact of computer-based e-learning in the enhancement of SMA students’ high order mathematical thinking. All activ...
How Mathematics Teachers Develop Their Pupils' Self-Regulated Learning Skills

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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…
DEVELOPING GUIDED DISCOVERY LEARNING MATERIALS USING MATHEMATICS MOBILE LEARNING APPLICATION AS AN ALTERNATIVE MEDIA FOR THE STUDENTS CALCULUS II

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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
Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course

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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'…
Mathematical Concepts and Proofs from Nicole Oresme: Using the History of Calculus to Teach Mathematics

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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…
Advanced mathematics communication beyond modality of sight

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Sedaghatjou, Mina

2018-01-01

This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile and auditory activities. Adapting a perceptuomotor integration approach, the study shows that the lack of access to visual fields in an advanced mathematics course does not obstruct a blind student's ability to visualize, but transforms it. The goal of this study is not to compare the visually impaired student with non-visually impaired students to address the 'differences' in understanding; instead, I discuss the challenges that a blind student, named Anthony, has encountered and the ways that we tackled those problems. I also demonstrate how the proper and precisely crafted tactile materials empowered Anthony to learn mathematical functions.
Micronesian Mathematics Program, Level 1, Children's Workbook.

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Gring, Carolyn

This workbook for children was prepared especially to accompany the level 1 Micronesian Mathematics Program Teacher's Guide. It is to be used to check whether children have learned concepts taught by activities and activity cards. Work is provided for such concepts as color recognition, categorizing, counting, ordering, numeration, contrasting,…
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.
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 ...
A Teacher's Conception of Definition and Use of Examples When Doing and Teaching Mathematics

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Johnson, Heather Lynn; Blume, Glendon W.; Shimizu, Jeanne K.; Graysay, Duane; Konnova, Svetlana

2014-01-01

To contribute to an understanding of the nature of teachers' mathematical knowledge and its role in teaching, the case study reported in this article investigated a teacher's conception of a metamathematical concept, definition, and her use of examples in doing and teaching mathematics. Using an enactivist perspective on mathematical…

Using Prediction to Promote Mathematical Understanding and Reasoning

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Kasmer, Lisa; Kim, Ok-Kyeong

2011-01-01

Research has shown that prediction has the potential to promote the teaching and learning of mathematics because it can be used to enhance students' thinking and reasoning at all grade levels in various topics. This article addresses the effectiveness of using prediction on students' understanding and reasoning of mathematical concepts in a middle…
The Multicultural Mathematics Classroom: Culturally Aware Teaching through Cooperative Learning & Multiple Representations

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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…
Improving Mathematical Communication Ability and Self Regulation Learning Of Yunior High Students by Using Reciprocal Teaching

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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
Visual Learning in Application of Integration

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Bt Shafie, Afza; Barnachea Janier, Josefina; Bt Wan Ahmad, Wan Fatimah

Innovative use of technology can improve the way how Mathematics should be taught. It can enhance student's learning the concepts through visualization. Visualization in Mathematics refers to us of texts, pictures, graphs and animations to hold the attention of the learners in order to learn the concepts. This paper describes the use of a developed multimedia courseware as an effective tool for visual learning mathematics. The focus is on the application of integration which is a topic in Engineering Mathematics 2. The course is offered to the foundation students in the Universiti Teknologi of PETRONAS. Questionnaire has been distributed to get a feedback on the visual representation and students' attitudes towards using visual representation as a learning tool. The questionnaire consists of 3 sections: Courseware Design (Part A), courseware usability (Part B) and attitudes towards using the courseware (Part C). The results showed that students demonstrated the use of visual representation has benefited them in learning the topic.
Mathematics Student Teachers' Epistemological Beliefs about the Nature of Mathematics and the Goals of Mathematics Teaching and Learning in the Beginning of Their Studies

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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…
Searching for the Exit in a Maze? Or Setting Sail for New Horizons? Metaphors by Twelfth Grade Students for Learning Mathematics

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Guner, Necdet

2013-01-01

This study examines and classifies the metaphors that twelfth grade students formulated to describe the concept of "learning mathematics". The sample of the study consists of 669 twelfth grade students (317 female, 352 male) of two Anatolian and two vocational high schools located in the city center of Denizli. The following questions…
PRE-SERVICE MATHEMATICS TEACHERS’ CONCEPTION OF HIGHER-ORDER THINKING LEVEL IN BLOOM'S TAXONOMY

OpenAIRE

Damianus D Samo

2017-01-01

The purpose of this study is to explore pre-service mathematics teachers' conception of higher-order thinking in Bloom's Taxonomy, to explore pre-service mathematics teachers' ability in categorizing six cognitive levels of Bloom's Taxonomy as lower-order thinking and higher-order thinking, and pre-service mathematics teachers' ability in identifying some questionable items as lower-order and higher-order thinking. The higher-order thinking is the type of non-algorithm thinking which include ...
The Effects of Self-Paced Blended Learning of Mathematics

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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…
Investigating students' perceptions of graduate learning outcomes in mathematics

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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.
THE EFFECT OF CONCEPT MAPPING ON CONCEPT LEARNING IN SCIENCE

OpenAIRE

岡, 直樹; 今永, 久美子

2012-01-01

An experiment was conducted to investigate the effects of concept map completion tasks on concept learning in the primary schoolchildren. The participants were to insert some of the suitable concepts (concept group) or link labeles (link label group) or both of them (concept/link label group) into the blanks to make up the map wholly. It was revealed that the results of the concept group and the concept/link label group were better than the link label group. These results were discussed in te...
International note: exploring differences in native and immigrant adolescents' mathematics achievement and dispositions towards mathematics in Qatar.

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Areepattamannil, Shaljan; Melkonian, Michael; Khine, Myint Swe

2015-04-01

The burgeoning immigrant population in major immigrant-receiving countries in North America and Europe has necessitated researchers and policymakers in these countries to examine the academic success of children of immigration and the factors contributing to their academic success. However, there is sparse research on the academic trajectories of children of immigration in other continents, such as Asia. Hence, the purpose of the present study was to examine first- and second-generation immigrant adolescents' mathematics achievement and dispositions towards mathematics in comparison to their native peers in one of the Middle Eastern countries in Asia, Qatar. The results of the study indicated that both first- and second-generation immigrant adolescents tended to have higher mathematics achievement, intrinsic motivation to learn mathematics, instrumental motivation to learn mathematics, mathematics self-efficacy, and mathematics self-concept than did their native counterparts. Moreover, immigrant adolescents tended to have lower mathematics anxiety than did their native peers. The study also revealed significant differences between first- and second-generation immigrant adolescents with respect to their mathematics achievement and dispositions towards mathematics. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
Using a Technology-Supported Approach to Preservice Teachers' Multirepresentational Fluency: Unifying Mathematical Concepts and Their Representations

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McGee, Daniel; Moore-Russo, Deborah

2015-01-01

A test project at the University of Puerto Rico in Mayagüez used GeoGebra applets to promote the concept of multirepresentational fluency among high school mathematics preservice teachers. For this study, this fluency was defined as simultaneous awareness of all representations associated with a mathematical concept, as measured by the ability to…
The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling--An Intervention Study

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Mischo, Christoph; Maaß, Katja

2013-01-01

This paper presents an intervention study whose aim was to promote teacher beliefs about mathematics and learning mathematics and student competences in mathematical modeling. In the intervention, teachers received written curriculum materials about mathematical modeling. The concept underlying the materials was based on constructivist ideas and…
"My math and me": Nursing students' previous experiences in learning mathematics.

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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.
Using Digital Games to Learn Mathematics – What students think?

OpenAIRE

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. ...
A Bayesian concept learning approach to crowdsourcing

DEFF Research Database (Denmark)

Viappiani, P.; Zilles, S.; Hamilton, H.J.

2011-01-01

techniques, inference methods, and query selection strategies to assist a user charged with choosing a configuration that satisfies some (partially known) concept. Our model is able to simultaneously learn the concept definition and the types of the experts. We evaluate our model with simulations, showing......We develop a Bayesian approach to concept learning for crowdsourcing applications. A probabilistic belief over possible concept definitions is maintained and updated according to (noisy) observations from experts, whose behaviors are modeled using discrete types. We propose recommendation...
Concept Maps for Evaluating Learning of Sustainable Development

Science.gov (United States)

Shallcross, David C.

2016-01-01

Concept maps are used to assess student and cohort learning of sustainable development. The concept maps of 732 first-year engineering students were individually analyzed to detect patterns of learning and areas that were not well understood. Students were given 20 minutes each to prepare a concept map of at least 20 concepts using paper and pen.…
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
Essential concepts and underlying theories from physics, chemistry, and mathematics for "biochemistry and molecular biology" majors.

Science.gov (United States)

Wright, Ann; Provost, Joseph; Roecklein-Canfield, Jennifer A; Bell, Ellis

2013-01-01

Over the past two years, through an NSF RCN UBE grant, the ASBMB has held regional workshops for faculty members from around the country. The workshops have focused on developing lists of Core Principles or Foundational Concepts in Biochemistry and Molecular Biology, a list of foundational skills, and foundational concepts from Physics, Chemistry, and Mathematics that all Biochemistry or Molecular Biology majors must understand to complete their major coursework. The allied fields working group created a survey to validate foundational concepts from Physics, Chemistry, and Mathematics identified from participant feedback at various workshops. One-hundred twenty participants responded to the survey and 68% of the respondents answered yes to the question: "We have identified the following as the core concepts and underlying theories from Physics, Chemistry, and Mathematics that Biochemistry majors or Molecular Biology majors need to understand after they complete their major courses: 1) mechanical concepts from Physics, 2) energy and thermodynamic concepts from Physics, 3) critical concepts of structure from chemistry, 4) critical concepts of reactions from Chemistry, and 5) essential Mathematics. In your opinion, is the above list complete?" Respondents also delineated subcategories they felt should be included in these broad categories. From the results of the survey and this analysis the allied fields working group constructed a consensus list of allied fields concepts, which will help inform Biochemistry and Molecular Biology educators when considering the ASBMB recommended curriculum for Biochemistry or Molecular Biology majors and in the development of appropriate assessment tools to gauge student understanding of how these concepts relate to biochemistry and molecular biology. © 2013 by The International Union of Biochemistry and Molecular Biology.

CONCEPT OF MOBILE LEARNING

Directory of Open Access Journals (Sweden)

Г О Дуйсеева

2016-12-01

Full Text Available This article deals with the definition and the description of mobile learning. Ten years’ experience of the latest mobile technologies use and devices in educational process abroad is analyzed. Prospects and the possibilities of application of these technologies are considered. The basic concepts and development of mobile learning which proposed by scientists for the last years have been given.
Mathematics Career Simulations: An Invitation

Science.gov (United States)

Sinn, Robb; Phipps, Marnie

2013-01-01

A simulated academic career was combined with inquiry-based learning in an upper-division undergraduate mathematics course. Concepts such as tenure, professional conferences and journals were simulated. Simulation procedures were combined with student-led, inquiry-based classroom formats. A qualitative analysis (ethnography) describes the culture…
Pedagogical content knowledge: Knowledge of pedagogy novice teachers in mathematics learning on limit algebraic function

Science.gov (United States)

Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-02-01

Teacher is one of the key aspects of student's achievement. Teachers should master content material taught, how to teach it, and can interpret the students' thinking so that students easily understand the subject matter. This research was a qualitative research that aimed at describing profile of PCK's teachers in mathematics on limit algebraic functions in terms of the differences of teaching experience. Pedagogical Content Knowledge (PCK) and understanding of teachers is defined as involving the relationship between knowledge of teaching materials, how to transfer the subject matter, and the knowledge of students in mathematics on limit algebraic functions that the subject matter may be understood by students. The PCK components in this research were knowledge of subject matter, knowledge of pedagogy, and knowledge of students. Knowledge of pedagogy defines as knowledge and understanding of teachers about the planning and organization of the learning and teaching strategy of limit algebraic function. The subjects were two mathematics high school teachers who teach in class XI IPS. Data were collected through observation of learning during five meetings and interviews before and after the lesson continued with qualitative data analysis. Focus of this article was to describe novice teacher's knowledge of student in mathematics learning on limit algebraic function. Based on the results of the analysis of qualitative data the data concluded that novice teacher's knowledge of pedagogy in mathematics on limit algebraic function showed: 1) in teaching the definitions tend to identify prior knowledge of the student experience with the material to be studied, but not in the form of a problem, 2) in posing the questions tend to be monotonous non lead and dig, 3) in response to student questions preservice teachers do not take advantage of the characteristics or the potential of other students, 4) in addressing the problem of students, tend to use the drill approach and did
Investigating alternative conceptions in learning disabled students

Science.gov (United States)

Cole, Terry Stokes

Science teachers have long noticed the fact that their students come to school with their own concepts, produced from daily experiences and interactions with the world around them. Sometimes these ideas are in agreement with accepted scientific theories, but often they are not. These "incorrect" ideas, or "misconceptions" have been the focus of many studies, which can be helpful to teachers when planning their lessons. However, there is a dearth of information that is geared specifically to students with learning disabilities. These students generally have deficits in areas of perception and learning that could conceivably influence the way they formulate concepts. The purpose of this study was to examine the concepts held by students with learning disabilities on the causes of the day/night cycle, the phases of the moon, and the seasons. An interview format was judged to be the best method of ensuring that the students' ideas were clearly documented. The subjects were five, sixth-grade students in a city school, who had been determined to have a learning disability. In examining the results, there did not seem to be any direct link between the type of misconception formed and the learning deficit of the child. It seemed more likely that students formed their concepts the way students usually do, but the various disabilities they exhibited interfered with their learning of more appropriate conceptions. The results of this study will be helpful to science teachers, curriculum planners, or anyone who works with students who have learning disabilities. It is hoped that this will begin to fill a void in the area of learning disabilities research.
Emotions in the mathematics knowledge’s desertion

Directory of Open Access Journals (Sweden)

Alfonso Jiménez Espinosa,

2010-01-01

Full Text Available The natural wearing out of students has become one of the most worrying problems for universities, but underlies another, dropping out of mathematical knowledge, which is one of the causes of the first. The mathematics learning occurs mainly in class and there is where the concept interstructuring, the network of relationships, emotions, attitudes and beliefs among the known and the new, acquire a meaning and where the student learns. This research investigates the relationship between emotions and mathematics’ learning in students at the Geological Engineering Program of the UPTC. Through the case study and the “Theoretically informed” approach is shown the intricate relationship between emotionality and the construction of mathematical structures. Weconclude that emotions, especially negative ones arise because of the inability to achieve a cognitive balance, leading the student to change his action domain, preventing the construction of mathematical knowledge. It is emphasized that these negative emotions have different origin, especially those generated by beliefs about mathematics and the unfortunate attitude of teachers.
The roles of lesson study in the development of mathematics learning instrument based on learning trajectory

Science.gov (United States)

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.
The analysis of mathematics literacy on PMRI learning with media schoology of junior high school students

Science.gov (United States)

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.
Mathematics Intervention Utilizing Carnegie Learning's Cognitive Tutor® and Compass Learning's Odyssey Math®

Science.gov (United States)

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…
Concept Mapping Using Cmap Tools to Enhance Meaningful Learning

Science.gov (United States)

Cañas, Alberto J.; Novak, Joseph D.

Concept maps are graphical tools that have been used in all facets of education and training for organizing and representing knowledge. When learners build concept maps, meaningful learning is facilitated. Computer-based concept mapping software such as CmapTools have further extended the use of concept mapping and greatly enhanced the potential of the tool, facilitating the implementation of a concept map-centered learning environment. In this chapter, we briefly present concept mapping and its theoretical foundation, and illustrate how it can lead to an improved learning environment when it is combined with CmapTools and the Internet. We present the nationwide “Proyecto Conéctate al Conocimiento” in Panama as an example of how concept mapping, together with technology, can be adopted by hundreds of schools as a means to enhance meaningful learning.
Student-Made Games to Learn the History of Mathematics

Science.gov (United States)

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…
Researching multicultural mathematics classroom through the lens of landscapes of learning

DEFF Research Database (Denmark)

Alrø, Helle; Skovsmose, Ole; Valero, Paola

Students' motives for learning mathematics cannot be understood by looking solely at mathematical classroom activities. We discuss this claim in a multicultural context using the notion of 'landscapes of learning'. This notion serves as a theoretical and methodological tool that both defines...... a research perspective and sketches a field of empirical research. In this paper we want to focus on the notion and illustrate its usefulness when researching mathematical learning in multicultural contexts. We draw on data and results of an empirical study on student’s foregrounds with 45 teenage students...... in two 8th grade multicultural classes in Denmark. We show the dialectical relationship between each dimension of the landscape and the whole of it; and how, as a whole, it can help us coming closer to better theorisations....
Examining the Big-Fish-Little-Pond Effect on Students' Self-Concept of Learning Science in Taiwan Based on the TIMSS Databases

Science.gov (United States)

Liou, Pey-Yan

2014-08-01

The purpose of this study is to examine the relationship between student self-concept and achievement in science in Taiwan based on the big-fish-little-pond effect (BFLPE) model using the Trends in International Mathematics and Science Study (TIMSS) 2003 and 2007 databases. Hierarchical linear modeling was used to examine the effects of the student-level and school-level science achievement on student self-concept of learning science. The results indicated that student science achievement was positively associated with individual self-concept of learning science in both TIMSS 2003 and 2007. On the contrary, while school-average science achievement was negatively related to student self-concept in TIMSS 2003, it had no statistically significant relationship with student self-concept in TIMSS 2007. The findings of this study shed light on possible explanations for the existence of BFLPE and also lead to an international discussion on the generalization of BFLPE.
Learning Situations in Nursing Education: A Concept Analysis.

Science.gov (United States)

Shahsavari, Hooman; Zare, Zahra; Parsa-Yekta, Zohreh; Griffiths, Pauline; Vaismoradi, Mojtaba

2018-02-01

The nursing student requires opportunities to learn within authentic contexts so as to enable safe and competent practice. One strategy to facilitate such learning is the creation of learning situations. A lack of studies on the learning situation in nursing and other health care fields has resulted in insufficient knowledge of the characteristics of the learning situation, its antecedents, and consequences. Nurse educators need to have comprehensive and practical knowledge of the definition and characteristics of the learning situation so as to enable their students to achieve enhanced learning outcomes. The aim of this study was to clarify the concept of the learning situation as it relates to the education of nurses and improve understanding of its characteristics, antecedents, and consequences. The Bonis method of concept analysis, as derived from the Rodgers' evolutionary method, provided the framework for analysis. Data collection and analysis were undertaken in two phases: "interdisciplinary" and "intra-disciplinary." The data source was a search of the literature, encompassing nursing and allied health care professions, published from 1975 to 2016. No agreement on the conceptual phenomenon was discovered in the international literature. The concept of a learning situation was used generally in two ways and thus classified into the themes of: "formal/informal learning situation" and "biologic/nonbiologic learning situation." Antecedents to the creation of a learning situation included personal and environmental factors. The characteristics of a learning situation were described in terms of being complex, dynamic, and offering potential and effective learning opportunities. Consequences of the learning situation included enhancement of the students' learning, professionalization, and socialization into the professional role. The nurse educator, when considering the application of the concept of a learning situation in their educational planning, must
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.
The Relationship among Self-Concept, Self-Efficacy, and Performance in Mathematics during Secondary School.

Science.gov (United States)

Pietsch, James; Walker, Richard; Chapman, Elaine

2003-01-01

Examines the relationship among self-concept, self-efficacy, and performance in mathematics among 416 high school students. Confirmatory factor analyses supported the existence of two self-concept components--a competency component and an affective component. Self-efficacy items and the competency items of self-concept also loaded on a single…
The Present Affairs and Issues of Research on Collaborative Learning in Mathematics Education

OpenAIRE

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...
POOR PROGRESS STUDENTS IN LEARNING MATHEMATICS AS SOCIAL AND PSYCHOLOGICAL-PEDAGOGICAL PROBLEM

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Vladimir Tatochenko

2016-09-01

Full Text Available The article is devoted to theoretical substantiation of modern methodical system of Mathematics teaching of poor progressing secondary school pupils. A systematic approach to the study of psycho-pedagogical determinants of poor progress of pupils in math was implemented. The dynamic of interfunctional relationship of structure of educational and informative sphere of poor progressing pupils in mathematics was disclosed and scientific understanding of this process was expanded. The introduction in the educational process of didactic methodical and psychologically balanced methodical control system and correction of poor progressing students’ in Maths improves quality indicators of their permanent knowledge and skills. It allows you to discover the fullness, depth and durability of learning at different stages and levels of education, it contributes to correction, management and partly self-management learning process of poor progressing students in Mathematics, excites them to an active mental activity promotes the development of a conscious attitude to their systematic academic work. The essence of “poor progress” phenomena is observed as well as “educational retardation” of school students during teaching mathematics. Target orientation, the resource potential of the real educational process of poor progressing pupils in Mathematics are determined. Contradictions are singled out and pedagogical conditions of results control of learning outcomes of comprehensive school pupils are proved. An attempt to consider the academic failure of schoolchildren in Mathematics in connection with the main categories of didactics – the content and the learning process was made. Certain shortcomings of teaching and learning activities of students in the study of Mathematics are highlighted as poor progressing elements and gaps. The process and content, enriched with the use of NIT, ensuring the formation of key competencies of lagging behind and
Equity and Computers for Mathematics Learning: Access and Attitudes

Science.gov (United States)

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…
The role of problem solving method on the improvement of mathematical learning

Directory of Open Access Journals (Sweden)

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.
Concrete Instantiations of Mathematics: A Double-Edged Sword

Science.gov (United States)

Kaminski, Jennifer A.; Sloutsky, Vladimir M.; Heckler, Andrew F.

2009-01-01

What factors affect transfer of knowledge is a complex question. In recent research, the authors demonstrated that concreteness of the learning domain is one such factor (Kaminski, Sloutsky, & Heckler, 2008). Even when prompted and given no time delay, participants who learned a concrete instantiation of a mathematical concept failed to…

Pre-service mathematics teachers' attitudes towards learning English: A case study in Yogyakarta

Science.gov (United States)

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.
Learning to Learn: An Analysis of Early Learning Behaviours Demonstrated by Young Deaf/Hard-of-Hearing Children with High/Low Mathematics Ability

Science.gov (United States)

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…
The SAMPLE experience: The development of a rich media online mathematics learning environment

OpenAIRE

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...
Discovery learning model with geogebra assisted for improvement mathematical visual thinking ability

Science.gov (United States)

Juandi, D.; Priatna, N.

2018-05-01

The main goal of this study is to improve the mathematical visual thinking ability of high school student through implementation the Discovery Learning Model with Geogebra Assisted. This objective can be achieved through study used quasi-experimental method, with non-random pretest-posttest control design. The sample subject of this research consist of 62 senior school student grade XI in one of school in Bandung district. The required data will be collected through documentation, observation, written tests, interviews, daily journals, and student worksheets. The results of this study are: 1) Improvement students Mathematical Visual Thinking Ability who obtain learning with applied the Discovery Learning Model with Geogebra assisted is significantly higher than students who obtain conventional learning; 2) There is a difference in the improvement of students’ Mathematical Visual Thinking ability between groups based on prior knowledge mathematical abilities (high, medium, and low) who obtained the treatment. 3) The Mathematical Visual Thinking Ability improvement of the high group is significantly higher than in the medium and low groups. 4) The quality of improvement ability of high and low prior knowledge is moderate category, in while the quality of improvement ability in the high category achieved by student with medium prior knowledge.
Teachers’ learning and assessing of mathematical processes with emphasis on representations, reasoning and proof

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.
Mathematic anxiety, help seeking behavior and cooperative learning

OpenAIRE

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...
Characteristics of manipulative in mathematics laboratory

Science.gov (United States)

Istiandaru, A.; Istihapsari, V.; Prahmana, R. C. I.; Setyawan, F.; Hendroanto, A.

2017-12-01

A manipulative is a teaching aid designed such that students could understand mathematical concepts by manipulating it. This article aims to provide an insight to the characteristics of manipulatives produced in the mathematics laboratory of Universitas Ahmad Dahlan, Indonesia. A case study was conducted to observe the existing manipulatives produced during the latest three years and classified the manipulatives based on the characteristics found. There are four kinds of manipulatives: constructivism manipulative, virtual manipulative, informative manipulative, and game-based manipulative. Each kinds of manipulative has different characteristics and impact towards the mathematics learning.
CASCADE-IMEI: A learning environment of realistic mathematics for student teachers in Indonesia

NARCIS (Netherlands)

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
ANALYSIS LEARNING MODEL OF DISCOVERY AND UNDERSTANDING THE CONCEPT PRELIMINARY TO PHYSICS LEARNING OUTCOMES SMA

Directory of Open Access Journals (Sweden)

Sri Rosepda Sebayang

2015-12-01

Full Text Available This study aims: 1 to determine whether the student learning outcomes using discovery learning is better than conventional learning 2 To determine whether the learning outcomes of students who have a high initial concept understanding better then of low initial concept understanding, and 3 to determine the effect of interaction discovery learning and understanding of the initial concept of the learning outcomes of students. The samples in this study was taken by cluster random sampling two classes where class X PIA 3 as a class experiment with applying discovery learning and class X PIA 2 as a control class by applying conventional learning. The instrument used in this study is a test of learning outcomes in the form of multiple-choice comprehension test initial concept description form. The results of research are: 1 learning outcomes of students who were taught with discovery learning is better than the learning outcomes of students who are taught by conventional learning, 2 student learning outcomes with high initial conceptual understanding better than the learning outcomes of students with low initial conceptual understanding, and 3 there was no interaction between discovery learning and understanding of initial concepts for the student learning outcomes.
The Academic Procrastination in Junior High School Students' Mathematics Learning: A Qualitative Study

Science.gov (United States)

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…
Angle Concept: A High School and Tertiary Longitudinal Perspective to Minimize Obstacles

Science.gov (United States)

Barabash, Marita

2017-01-01

The concept of angle emerges in numerous forms as the learning of mathematics and its applications advances through the high school and tertiary curriculum. Many difficulties and misconceptions in the usage of this multifaceted concept might be avoided or at least minimized should the lecturers in different areas of pure and applied mathematics be…
An Interdisciplinary Approach to Designing Online Learning: Fostering Pre-Service Mathematics Teachers' Capabilities in Mathematical Modelling

Science.gov (United States)

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…
The Effect of Formative Testing and Self-Directed Learning on Mathematics Learning Outcomes

Science.gov (United States)

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…
Avoiding Misinterpretations of Piaget and Vygotsky: Mathematical Teaching without Learning, Learning without Teaching, or Helpful Learning-Path Teaching?

Science.gov (United States)

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…
Gender Differences in the Use and Benefit of Advanced Learning Technologies for Mathematics

Science.gov (United States)

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…
Integrating the Use of Interdisciplinary Learning Activity Task in Creating Students' Mathematical Knowledge

Science.gov (United States)

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…
Mathematical intelligence developed in math learning with classical backsound music of the classical era

Science.gov (United States)

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.
Mathematics Textbooks and Their Potential Role in Supporting Misconceptions

Science.gov (United States)

Kajander, Ann; Lovric, Miroslav

2009-01-01

As a fundamental resource, textbooks shape the way we teach and learn mathematics. Based on examination of secondary school and university textbooks, we describe to what extent, and how, the presentation of mathematics material--in our case study, the concept of the line tangent to the graph of a function--could contribute to creation and…
THE INTEGRATION MODEL OF SYSTEMS OF DISTANCE AND OF TRADITIONAL MATHEMATICS LEARNING OF SENIOR PUPILS

OpenAIRE

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...
Algebraic Reasoning in Solving Mathematical Problem Based on Learning Style

Science.gov (United States)

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.

The Impact of Problem-Based Learning Approach to Senior High School Students’ Mathematics Critical Thinking Ability

Directory of Open Access Journals (Sweden)

Reviandari Widyatiningtyas

2015-07-01

Full Text Available The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students’ prior mathematical ability to student’s mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem based learning approach has significant impact to the ability of students’ mathematics critical thinking in terms of school level and students’ prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students’ prior mathematics ability to students’ mathematics critical thinking ability.
Influence of Precollege Experience on Self-Concept among Community College Students in Science, Mathematics, and Engineering

Science.gov (United States)

Starobin, Soko S.; Laanan, Frankie Santos

Female and minority students have historically been underrepresented in the field of science, mathematics, and engineering at colleges and universities. Although a plethora of research has focused on students enrolled in 4-year colleges or universities, limited research addresses the factors that influence gender differences in community college students in science, mathematics, and engineering. Using a target population of 1,599 aspirants in science, mathematics, and engineering majors in public community colleges, this study investigates the determinants of self-concept by examining a hypothetical structural model. The findings suggest that background characteristics, high school academic performance, and attitude toward science have unique contributions to the development of self-concept among female community college students. The results add to the literature by providing new theoretical constructs and the variables that predict students' self-concept.
What’s about Peer Tutoring Learning Model?

Science.gov (United States)

Muthma'innah, M.

2017-09-01

Mathematics learning outcomes in Indonesia in general is still far from satisfactory. One effort that could be expected to solve the problem is to apply the model of peer tutoring learning in mathematics. This study aims to determine whether the results of students’ mathematics learning can be enhanced through peer tutoring learning models. This type of research is the study of literature, so that the method used is to summarize and analyze the results of relevant research that has been done. Peer tutoring learning model is a model of learning in which students learn in small groups that are grouped with different ability levels, all group members to work together and help each other to understand the material. By paying attention to the syntax of the learning, then learning will be invaluable peer tutoring for students who served as teachers and students are taught. In mathematics, the implementation of this learning model can make students understand each other mathematical concepts and help students in solving mathematical problems that are poorly understood, due to the interaction between students in learning. Then it will be able to improve learning outcomes in mathematics. The impact, it can be applied in mathematics learning.
The Effects of Digital Learning Material on Students' Mathematics Learning in Vocational Education

Science.gov (United States)

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…
Short report The DeDiMa battery: a tool for identifying students’ mathematical learning profiles

Directory of Open Access Journals (Sweden)

Giannis Karagiannakis

2014-10-01

Full Text Available Background The DeDiMa battery is designed for assessing students’ mathematical learning profiles, and it has been used to validate a 4-dimensional model for classifying mathematical learning difficulties. The model arises from existing hypotheses in the cognitive psychology and neuroscience literature, while the DeDiMa battery provides a reliable set of mathematical tasks that help to match characteristics of students’ mathematical performances to their more basic learning difficulties. Participants and procedure In this report we address the question of how these tools can help sketch out a student’s mathematical learning profile. The participants are 5th and 6th grade students. Results We compare the emerging profiles of two students with mathematical learning difficulties (MLD matched for age, performance on a standardized test, non-verbal IQ, and educational experiences. The profiles are very different. Conclusions We believe that this approach can inform the design of individualized remedial interventions for MLD students.
Joint Concept Correlation and Feature-Concept Relevance Learning for Multilabel Classification.

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Zhao, Xiaowei; Ma, Zhigang; Li, Zhi; Li, Zhihui

2018-02-01

In recent years, multilabel classification has attracted significant attention in multimedia annotation. However, most of the multilabel classification methods focus only on the inherent correlations existing among multiple labels and concepts and ignore the relevance between features and the target concepts. To obtain more robust multilabel classification results, we propose a new multilabel classification method aiming to capture the correlations among multiple concepts by leveraging hypergraph that is proved to be beneficial for relational learning. Moreover, we consider mining feature-concept relevance, which is often overlooked by many multilabel learning algorithms. To better show the feature-concept relevance, we impose a sparsity constraint on the proposed method. We compare the proposed method with several other multilabel classification methods and evaluate the classification performance by mean average precision on several data sets. The experimental results show that the proposed method outperforms the state-of-the-art methods.
Concept mapping as learning tool in problem-oriented learning

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Fürstenau, B.; Kneppers, L.; Sánchez, J.; Cañas, A.J.; Novak, J.D.

2010-01-01

In two studies we investigated whether concept mapping or summary writing is more effective in supporting students’ learning from authentic problems in the field of business. We interpret concept mapping and summary writing as elaboration tools aiming at helping students to understand new
Group Concept Mapping on Learning Analytics

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Stoyanov, Slavi; Drachsler, Hendrik

2013-01-01

Stoyanov, S., & Drachsler, H. (2013, 5 July). Group Concept Mapping on Learning Analytics. Presentation given at Learning Analytics Summer School Institute (LASI) to kickoff the national GCM study on LA, Amsterdam, The Netherlands.
Experimental Design: Utilizing Microsoft Mathematics in Teaching and Learning Calculus

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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…
Learning biology through connecting mathematics to scientific mechanisms: Student outcomes and teacher supports

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Schuchardt, Anita

Integrating mathematics into science classrooms has been part of the conversation in science education for a long time. However, studies on student learning after incorporating mathematics in to the science classroom have shown mixed results. Understanding the mixed effects of including mathematics in science has been hindered by a historical focus on characteristics of integration tangential to student learning (e.g., shared elements, extent of integration). A new framework is presented emphasizing the epistemic role of mathematics in science. An epistemic role of mathematics missing from the current literature is identified: use of mathematics to represent scientific mechanisms, Mechanism Connected Mathematics (MCM). Building on prior theoretical work, it is proposed that having students develop mathematical equations that represent scientific mechanisms could elevate their conceptual understanding and quantitative problem solving. Following design and implementation of an MCM unit in inheritance, a large-scale quantitative analysis of pre and post implementation test results showed MCM students, compared to traditionally instructed students) had significantly greater gains in conceptual understanding of mathematically modeled scientific mechanisms, and their ability to solve complex quantitative problems. To gain insight into the mechanism behind the gain in quantitative problem solving, a small-scale qualitative study was conducted of two contrasting groups: 1) within-MCM instruction: competent versus struggling problem solvers, and 2) within-competent problem solvers: MCM instructed versus traditionally instructed. Competent MCM students tended to connect their mathematical inscriptions to the scientific phenomenon and to switch between mathematical and scientifically productive approaches during problem solving in potentially productive ways. The other two groups did not. To address concerns about teacher capacity presenting barriers to scalability of MCM
A mathematics course for political and social research

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Moore, Will H

2013-01-01

Political science and sociology increasingly rely on mathematical modeling and sophisticated data analysis, and many graduate programs in these fields now require students to take a ""math camp"" or a semester-long or yearlong course to acquire the necessary skills. Available textbooks are written for mathematics or economics majors, and fail to convey to students of political science and sociology the reasons for learning often-abstract mathematical concepts. A Mathematics Course for Political and Social Research fills this gap, providing both a primer for math novices in the social s
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.
Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach

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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
Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students’ Mathematical Critical Thinking Skills

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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.
Using Sport to Engage and Motivate Students to Learn Mathematics

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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…
Investigating Students' Perceptions of Graduate Learning Outcomes in Mathematics

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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…
Deep learning

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Goodfellow, Ian; Courville, Aaron

2016-01-01

Deep learning is a form of machine learning that enables computers to learn from experience and understand the world in terms of a hierarchy of concepts. Because the computer gathers knowledge from experience, there is no need for a human computer operator to formally specify all the knowledge that the computer needs. The hierarchy of concepts allows the computer to learn complicated concepts by building them out of simpler ones; a graph of these hierarchies would be many layers deep. This book introduces a broad range of topics in deep learning. The text offers mathematical and conceptual background, covering relevant concepts in linear algebra, probability theory and information theory, numerical computation, and machine learning. It describes deep learning techniques used by practitioners in industry, including deep feedforward networks, regularization, optimization algorithms, convolutional networks, sequence modeling, and practical methodology; and it surveys such applications as natural language proces...
Integrating collaborative concept mapping in case based learning

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Alfredo Tifi

2013-03-01

Full Text Available Different significance of collaborative concept mapping and collaborative argumentation in Case Based Learning are discussed and compared in the different perspectives of answering focus questions, of fostering reflective thinking skills and in managing uncertainty in problem solving in a scaffolded environment. Marked differences are pointed out between the way concepts are used in constructing concept maps and the way meanings are adopted in case based learning through guided argumentation activities. Shared concept maps should be given different scopes, as for example a as an advance organizer in preparing a background system of concepts that will undergo transformation while accompanying the inquiry activities on case studies or problems; b together with narratives, to enhance awareness of the situated epistemologies that are being entailed in choosing certain concepts during more complex case studies, and c after-learning construction of a holistic vision of the whole domain by means of the most inclusive concepts, while scaffoldedcollaborative writing of narratives and arguments in describing-treating cases could better serve as a source of situated-inspired tools to create-refine meanings for particular concepts.
An Investigation of K-8 Preservice Teachers' Concept Images and Mathematical Definitions of Polygons

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Ward, Robin A.

2004-01-01

In this paper, the author presents a study which explored K-8 preservice teachers' concept images and mathematical definitions of polygons. This study was carried out in which K-8 teacher candidates enrolled in an elementary mathematics content course were asked to sort, identify, and provide definitions of such shapes including triangles,…
The Development of the Assessment for Learning Model of Mathematics for Rajamangala University of Technology Rattanakosin

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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.

Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers' Perspectives

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Mutodi, Paul; Chigonga, Benard

2016-01-01

This paper reports on teachers' views on concept mapping: its applicability; reliability; advantages and; difficulties. A close-ended questionnaire was administered to 50 purposefully selected secondary school mathematics teachers from Sekhukhune District, Limpopo, South Africa. The findings indicate that mathematics teachers generally perceive…
Effect of chronotype and student learning time on mathematical ability based on self-regulated learning

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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.
Active Learning Strategies for the Mathematics Classroom

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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…
Development of syntax of intuition-based learning model in solving mathematics problems

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Yeni Heryaningsih, Nok; Khusna, Hikmatul

2018-01-01

The aim of the research was to produce syntax of Intuition Based Learning (IBL) model in solving mathematics problem for improving mathematics students’ achievement that valid, practical and effective. The subject of the research were 2 classes in grade XI students of SMAN 2 Sragen, Central Java. The type of the research was a Research and Development (R&D). Development process adopted Plomp and Borg & Gall development model, they were preliminary investigation step, design step, realization step, evaluation and revision step. Development steps were as follow: (1) Collected the information and studied of theories in Preliminary Investigation step, studied about intuition, learning model development, students condition, and topic analysis, (2) Designed syntax that could bring up intuition in solving mathematics problem and then designed research instruments. They were several phases that could bring up intuition, Preparation phase, Incubation phase, Illumination phase and Verification phase, (3) Realized syntax of Intuition Based Learning model that has been designed to be the first draft, (4) Did validation of the first draft to the validator, (5) Tested the syntax of Intuition Based Learning model in the classrooms to know the effectiveness of the syntax, (6) Conducted Focus Group Discussion (FGD) to evaluate the result of syntax model testing in the classrooms, and then did the revision on syntax IBL model. The results of the research were produced syntax of IBL model in solving mathematics problems that valid, practical and effective. The syntax of IBL model in the classroom were, (1) Opening with apperception, motivations and build students’ positive perceptions, (2) Teacher explains the material generally, (3) Group discussion about the material, (4) Teacher gives students mathematics problems, (5) Doing exercises individually to solve mathematics problems with steps that could bring up students’ intuition: Preparations, Incubation, Illumination, and
A Machine Learning Concept for DTN Routing

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Dudukovich, Rachel; Hylton, Alan; Papachristou, Christos

2017-01-01

This paper discusses the concept and architecture of a machine learning based router for delay tolerant space networks. The techniques of reinforcement learning and Bayesian learning are used to supplement the routing decisions of the popular Contact Graph Routing algorithm. An introduction to the concepts of Contact Graph Routing, Q-routing and Naive Bayes classification are given. The development of an architecture for a cross-layer feedback framework for DTN (Delay-Tolerant Networking) protocols is discussed. Finally, initial simulation setup and results are given.
Elementary school students’ mathematical intelligence based on mathematics learning using classical music of the baroque era as the backsound

OpenAIRE

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...
Discrete mathematics using a computer

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Hall, Cordelia

2000-01-01

Several areas of mathematics find application throughout computer science, and all students of computer science need a practical working understanding of them. These core subjects are centred on logic, sets, recursion, induction, relations and functions. The material is often called discrete mathematics, to distinguish it from the traditional topics of continuous mathematics such as integration and differential equations. The central theme of this book is the connection between computing and discrete mathematics. This connection is useful in both directions: • Mathematics is used in many branches of computer science, in applica tions including program specification, datastructures,design and analysis of algorithms, database systems, hardware design, reasoning about the correctness of implementations, and much more; • Computers can help to make the mathematics easier to learn and use, by making mathematical terms executable, making abstract concepts more concrete, and through the use of software tools su...
Prospective mathematics teachers' understanding of the base concept

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Horzum, Tuğba; Ertekin, Erhan

2018-02-01

The purpose of this study is to analyze what kind of conceptions prospective mathematics teachers(PMTs) have about the base concept(BC). One-hundred and thirty-nine PMTs participated in the study. In this qualitative research, data were obtained through open-ended questions, the semi-structured interviews and pictures of geometric figures drawn by PMTs. As a result, it was determined that PMTs dealt with the BC in a broad range of seven different images. It was also determined that the base perception of PMTs was limited mostly to their usage in daily life and in this context, they have position-dependent and word-dependent images. It was also determined that PMTs named the base to explain the BC or paid attention to the naming of three-dimensional geometric figures through the statement: 'objects are named according to their bases'. At the same time, it was also determined that PMTs had more than one concept imageswhich were contradicting with each other. According to these findings, potential explanations and advices were given.
Research Trends in the Use of Mobile Learning in Mathematics

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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…
Improving the basic skills of teaching mathematics through learning with search-solve-create-share strategy

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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.
Assessing the Potential of Mathematics Textbooks to Promote Deep Learning

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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…
Profiles of Opportunities to Learn for TEDS-M Future Secondary Mathematics Teachers

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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,…
Project-Based Learning and Design-Focused Projects to Motivate Secondary Mathematics Students

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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…
How Effective Is Example Generation for Learning Declarative Concepts?

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Rawson, Katherine A.; Dunlosky, John

2016-01-01

Declarative concepts (i.e., key terms and corresponding definitions for abstract concepts) represent foundational knowledge that students learn in many content domains. Thus, investigating techniques to enhance concept learning is of critical importance. Various theoretical accounts support the expectation that example generation will serve this…
Influence of Self-Concept, Study Habit and Gender on Attitude and Achievement of Secondary School Students in Mathematics

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Kamoru, Usman; Ramon, Olosunde Gbolagade

2017-01-01

This study examined the relationship between self-concept, attitude of the students towards mathematics, and math achievement. Also, this study investigated the influence of study habits on achievement; study habits on attitude of students to mathematics. The influence of gender and self-concept and study habit group on achievement and attitude…
Identifying STEM Concepts Associated with Junior Livestock Projects

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Wooten, Kate; Rayfield, John; Moore, Lori L.

2013-01-01

Science, technology, engineering, and mathematics (STEM) education is intended to provide students with a cross-subject, contextual learning experience. To more fully prepare our nation's students to enter the globally competitive workforce, STEM integration allows students to make connections between the abstract concepts learned in core subject…
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.
Learning Behaviours of Low-Achieving Children's Mathematics Learning in Using of Helping Tools in a Synchronous Peer-Tutoring System

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Tsuei, Mengping

2017-01-01

This study examined the effects of low-achieving children's use of helping tools in a synchronous mathematics peer-tutoring system on the children's mathematics learning and their learning behaviours. In a remedial class, 16 third-grade students in a remedial class engaged in peer tutoring in a face-to-face synchronous online environment during a…
Fractions Learning in Children with Mathematics Difficulties

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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…
What Is the Problem in Problem-Based Learning in Higher Education Mathematics

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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…

Mathematics, the Computer, and the Impact on Mathematics Education.

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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)
Attitudes towards mathematics as a subject and mathematics learning and instruction in a trans-disciplinary engineering study

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....
Viewing Formal Mathematics from Yoruba Conception of the Sky

OpenAIRE

Segla, Aimé

2016-01-01

Yoruba Cosmology resembles a generative system at the foundation of concepts. The traditional thought, which derives from the reality of the identical pair incorporated from cosmology into real life, exemplifies all kind of existing knowledge, culture and practices. Previous studies by the author show in some detail the scientific interests in Yoruba cosmology. The present paper aims to view formal mathematics through the interpretation of Yoruba sky knowledge. It attempts to demonstrate tha...
Facilitating mathematics learning for students with upper extremity disabilities using touch-input system.

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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.
Are Disadvantaged Students Given Equal Opportunities to Learn Mathematics? PISA in Focus. No. 63

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OECD Publishing, 2016

2016-01-01

Socio-economically advantaged and disadvantaged students are not equally exposed to mathematics problems and concepts at school. Exposure to mathematics at school has an impact on performance, and disadvantaged students' relative lack of familiarity with mathematics partly explains their lower performance. Widening access to mathematics content…
Effect Of Open Ended Teaching Learning Approach On Secondary School Students Mathematics Achievement In Learning Three Dimensional Geometry

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Chogo C.N.

2017-12-01

Full Text Available Mathematics is globally valued for use by an individual and society. It plays a significant role in the development of modern science and technology. Despite its importance students motivation to learn and achievement at national examinations globally and at the KCSE mathematics examination in Kenya particularly has been dismal over the years. The learners low achievement in the subject has been attributed to the didactic teaching methods that the teachers use among other factors. The study of geometry in Mathematics poses a number of difficulties to learners which are different in nature from those of arithmetic and algebra. This is because geometry is primarily abstract in nature. The purpose of this study was to determine the effects of Open Ended Teaching and Learning Approach OETLA on Secondary School students mathematics achievement in learning Three Dimensional Geometry 3DG. The study employed Solomon four non-equivalent control group design. The two experimental groups E1amp E2 received OETLA treatment while the control groups C1ampC2 were taught using the conventional teaching and learning methods. Only E1amp C1 took a pre-test and a post test for all the groups. The target population for this study was form four 17 year old students of secondary schools in Marani Sub County in Kisii County. Purposive sampling was used to obtain the four county mixed-sex secondary schools for the study. A total of 152 students formed the sample size. Students Mathematics Achievement Test SMAT was used to collect data. The instruments were validated by three experts from the department of curriculum and instruction of Egerton University and three Secondary School Mathematics Heads of Department. The reliability of the instruments were established using Cronbachs Alpha. A reliability coefficient of 0.92 was obtained and thus considered acceptable. The SMAT was administered to two groups as a pretest before the treatment and as a posttest to all the four
Investigating middle school students’ difficulties in mathematical literacy problems level 1 and 2

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Setiawati, S.; Herman, T.; Jupri, A.

2017-11-01

The background of this study is the lack of mathematical literacy skills of students. The proficiency of students’ mathematical literacy skills based on the results of the PISA 2015 study shows that Indonesian students at the proficiency level 1. This fact gave rise to this study which aims to investigate middle school students’ difficulties in mathematical literacy problems level 1 and 2. Qualitative research was used in this study. An individual written test on mathematical literacy problems was administered, followed by interviews. The subjects of the study were 61 students grade VII in Bandung and 26 of them were interviewed afterward. Data analysis revealed that students’ error in performing arithmetic most frequently observed. Other observed difficulties concerned understanding about algebra concept, applying arithmetic operation in algebraic expressions, and interpreting symbols to represent the unknown. In solving mathematical literacy problems, students use their prior knowledge, although sometimes not relevant to the questions. Based on the results, we suggest that mathematics learning in contextual learning and which invites students to participate in the processes of understanding the concepts.
Effects of Cooperative Learning STAD on Mathematical Communication Ability of Elementary School Student

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Maelasari, E.; Wahyudin

2017-09-01

The aim of this study is to describe the increasing of mathematical communications capability, and difference between students who get STAD cooperative learning and students who receive Direct Instruction. This study is a quasi-experimental study with pretest posttest study design. Subjects in this study in one of the fifth grade elementary school located in Cibeureum District, Kuningan. The research instrument used was a written test mathematical communication skills. The results showed that the improvement of mathematical communication capabilities Direct Instruction students who scored significantly better than students who learned with STAD cooperative learning. By grouping according to the ability of students will show a positive impact on student achievement in the classroom.
Errors of Students Learning With React Strategy in Solving the Problems of Mathematical Representation Ability

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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.
The Mathematical Development Beliefs Survey: Validity and Reliability of a Measure of Preschool Teachers' Beliefs about the Learning and Teaching of Early Mathematics

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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…
Doing Mathematics with Purpose: Mathematical Text Types

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Dostal, Hannah M.; Robinson, Richard

2018-01-01

Mathematical literacy includes learning to read and write different types of mathematical texts as part of purposeful mathematical meaning making. Thus in this article, we describe how learning to read and write mathematical texts (proof text, algorithmic text, algebraic/symbolic text, and visual text) supports the development of students'…
The relationship between learning mathematics and general cognitive ability in primary school.

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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.
Effects of "Handep" Cooperative Learning Based on Indigenous Knowledge on Mathematical Problem Solving Skill

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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…
Playing with Mathematics: Play in Early Childhood as a Context for Mathematical Learning

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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

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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.
A Literature Review: The Effect of Implementing Technology in a High School Mathematics Classroom

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Murphy, Daniel

2016-01-01

This study is a literature review to investigate the effects of implementing technology into a high school mathematics classroom. Mathematics has a hierarchical structure in learning and it is essential that students get a firm understanding of mathematics early in education. Some students that miss beginning concepts may continue to struggle with…
Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics

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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.
Role of cognitive theory in the study of learning disability in mathematics.

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Geary, David C

2005-01-01

Gersten, Jordan, and Flojo (in this issue) provide the beginnings of an essential bridge between basic research on mathematical disabilities (MD) in young children and the application of this research for the early identification and remediation of these forms of learning disability. As they acknowledge, the field of MD is in the early stages of development, and thus recommendations regarding identification measures and remedial techniques must be considered preliminary. I discuss the importance of maintaining a tight link between theoretical and empirical research on children's developing numerical, arithmetical, and mathematical competencies and future research on learning disabilities in mathematics. This link will provide the foundation for transforming experimental procedures into assessment measures, understanding the cognitive strengths and weaknesses of children with these forms of learning disability, and developing remedial approaches based on the pattern of cognitive strengths and weaknesses for individual children.
Computational Technique for Teaching Mathematics (CTTM): Visualizing the Polynomial's Resultant

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Alves, Francisco Regis Vieira

2015-01-01

We find several applications of the Dynamic System Geogebra--DSG related predominantly to the basic mathematical concepts at the context of the learning and teaching in Brasil. However, all these works were developed in the basic level of Mathematics. On the other hand, we discuss and explore, with DSG's help, some applications of the polynomial's…
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.

Investigating Upper Secondary School Teachers' Conceptions: Is Mathematical Reasoning Considered Gendered?

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Sumpter, Lovisa

2016-01-01

This study examines Swedish upper secondary school teachers' gendered conceptions about students' mathematical reasoning: whether reasoning was considered gendered and, if so, which type of reasoning was attributed to girls and boys. The sample consisted of 62 teachers from six different schools from four different locations in Sweden. The results…
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.
Critical Thinking Skills of Students through Mathematics Learning with ASSURE Model Assisted by Software Autograph

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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.
Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers

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Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah

2016-02-01

This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities, separately targeting elementary and secondary pre-service teachers. Classroom observation established that the courses were taught with student-centred methods that were comparable to those used in IBL courses for students in mathematics-intensive fields at the same institutions. To measure pre-service teachers' gains in mathematical knowledge for teaching, we administered the Learning Mathematics for Teaching (LMT) instrument developed by Hill, Ball and Schilling for in-service teacher professional development. Results from the LMT show that pre-service teachers made significant score gains from beginning to end of their course, while data from interviews and from surveys of learning gains show that pre-service teachers viewed their gains as relevant to their future teaching work. Measured changes on pre-/post-surveys of attitudes and beliefs were generally supportive of learning mathematics but modest in magnitude. The study is distinctive in applying the LMT to document pre-service teachers' growth in mathematical knowledge for teaching. The study also suggests IBL is an approach well suited to mathematics departments seeking to strengthen their pre-service teacher preparation offerings in ways consistent with research-based recommendations.
Making Mathematics Learning More Engaging for Students in Health Schools through the Use of Apps

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Helen Willacy

2017-04-01

Full Text Available This paper reports on an aspect of a case study of four 11-to-13-year-old students of a Regional Health School (RHS in New Zealand, using apps on their own mobile devices as part of their mathematics programs. It considers the issue of engaging students in mathematical learning when they are recovering from significant health issues. The paper examines the influence of apps on these students’ engagement with mathematical learning through the facilitation of differentiated learning programs. The research design was a case study with semi-structured interviews, questionnaires and observation used to generate the data. A number of themes arose from the data including both the positive and negative influences of apps on student engagement and the influence of apps on facilitating differentiated learning programs. The results indicated that using apps for mathematics had a positive influence on student engagement for most students. The positive student engagement seemed to be partly due to the apps’ ability to support differentiated learning.
Introducing geometry concept based on history of Islamic geometry

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Maarif, S.; Wahyudin; Raditya, A.; Perbowo, K. S.

2018-01-01

Geometry is one of the areas of mathematics interesting to discuss. Geometry also has a long history in mathematical developments. Therefore, it is important integrated historical development of geometry in the classroom to increase’ knowledge of how mathematicians earlier finding and constructing a geometric concept. Introduction geometrical concept can be started by introducing the Muslim mathematician who invented these concepts so that students can understand in detail how a concept of geometry can be found. However, the history of mathematics development, especially history of Islamic geometry today is less popular in the world of education in Indonesia. There are several concepts discovered by Muslim mathematicians that should be appreciated by the students in learning geometry. Great ideas of mathematicians Muslim can be used as study materials to supplement religious character values taught by Muslim mathematicians. Additionally, by integrating the history of geometry in teaching geometry are expected to improve motivation and geometrical understanding concept.
Designing Opportunities to Learn Mathematics Theory-Building Practices

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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 concepts of cinenurducation: an integrative review.

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Oh, Jina; Kang, Jeongae; De Gagne, Jennie C

2012-11-01

Cinenurducation is the use of films in both didactic and clinical nursing education. Although films are already used as instructional aids in nursing education, few studies have been made that demonstrate the learning concepts that can be attributed to this particular teaching strategy. The purpose of this paper is to describe the learning concepts of cinenurducation and its conceptual metaphor based on a review of literature. The databases CINAHL, MEDLINE, PsychINFO, ERIC, EBSCO, ProQuest Library Journal, and Scopus databases were searched for articles. Fifteen peer-reviewed articles were selected through title and abstract screening from "films in nursing" related articles found in internationally published articles in English from the past 20 years. Four common concepts emerged that relate to cinenurducation: (a) student-centered, (b) experiential, (c) reflective, and (d) problem-solving learning. Current literature corroborates cinenurducation as an effective teaching strategy with its learning activities in nursing education. Future studies may include instructional guides of sample films that could be practically used in various domains to teach nursing competencies, as well as in the development of evaluation criteria and standards to assess students' learning outcomes. Copyright © 2012 Elsevier Ltd. All rights reserved.
The Analysis of High School Students' Conceptions of Learning in Different Domains

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Sadi, Özlem

2015-01-01

The purpose of this study is to investigate whether or not conceptions of learning diverge in different science domains by identifying high school students' conceptions of learning in physics, chemistry and biology. The Conceptions of Learning Science (COLS) questionnaire was adapted for physics (Conceptions of Learning Physics, COLP), chemistry…
Promoting students’ mathematical problem-solving skills through 7e learning cycle and hypnoteaching model

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Saleh, H.; Suryadi, D.; Dahlan, J. A.

2018-01-01

The aim of this research was to find out whether 7E learning cycle under hypnoteaching model can enhance students’ mathematical problem-solving skill. This research was quasi-experimental study. The design of this study was pretest-posttest control group design. There were two groups of sample used in the study. The experimental group was given 7E learning cycle under hypnoteaching model, while the control group was given conventional model. The population of this study was the student of mathematics education program at one university in Tangerang. The statistical analysis used to test the hypothesis of this study were t-test and Mann-Whitney U. The result of this study show that: (1) The students’ achievement of mathematical problem solving skill who obtained 7E learning cycle under hypnoteaching model are higher than the students who obtained conventional model; (2) There are differences in the students’ enhancement of mathematical problem-solving skill based on students’ prior mathematical knowledge (PMK) category (high, middle, and low).
Learning to teach secondary mathematics using an online learning system

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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.
The Use of Open-Ended Questions with Giving Feedback (OEQGF) for Effective Mathematic Learning

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Sabilah, I.; Manoy, J. T.

2018-01-01

Feedback deals with giving information to students related to their task which is done through score of their achievement, reaction, and comments. Considering its hierarchy, task difficulty level consists of low, middle and high levels. The difficulty level of open-ended questions is middle to high. Open-ended question is a good way to train students’ knowledge. This research is a descriptive research which aims at describing teacher’s learning management, students’ activities, students’ learning achievement, and students’ responses in mathematic learning using OEQGF. The subject was a teacher of mathematics who teaches eighth graders, and students themselves. The research design used is one shot case study. The result shows that: management learning has been very well implemented by the teacher; every students’ activity has been carried out by students; the students’ learning achievement have reached the criteria of completeness, and the students’ responses can be considered as positive. Therefore, it can be concluded that mathematic learning using OEQGF is effective.
The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

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Kwon, So Young

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However
Mathematics authentic assessment on statistics learning: the case for student mini projects

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Fauziah, D.; Mardiyana; Saputro, D. R. S.

2018-03-01

Mathematics authentic assessment is a form of meaningful measurement of student learning outcomes for the sphere of attitude, skill and knowledge in mathematics. The construction of attitude, skill and knowledge achieved through the fulfilment of tasks which involve active and creative role of the students. One type of authentic assessment is student mini projects, started from planning, data collecting, organizing, processing, analysing and presenting the data. The purpose of this research is to learn the process of using authentic assessments on statistics learning which is conducted by teachers and to discuss specifically the use of mini projects to improving students’ learning in the school of Surakarta. This research is an action research, where the data collected through the results of the assessments rubric of student mini projects. The result of data analysis shows that the average score of rubric of student mini projects result is 82 with 96% classical completeness. This study shows that the application of authentic assessment can improve students’ mathematics learning outcomes. Findings showed that teachers and students participate actively during teaching and learning process, both inside and outside of the school. Student mini projects also provide opportunities to interact with other people in the real context while collecting information and giving presentation to the community. Additionally, students are able to exceed more on the process of statistics learning using authentic assessment.
The Impact of Hands-On-Approach on Student Academic Performance in Basic Science and Mathematics

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Ekwueme, Cecilia O.; Ekon, Esther E.; Ezenwa-Nebife, Dorothy C.

2015-01-01

Children can learn mathematics and sciences effectively even before being exposed to formal school curriculum if basic Mathematics and Sciences concepts are communicated to them early using activity oriented (Hands-on) method of teaching. Mathematics and Science are practical and activity oriented and can best be learnt through inquiry (Okebukola…
An Examination of Multiple Intelligence Domains and Learning Styles of Pre-Service Mathematics Teachers: Their Reflections on Mathematics Education

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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…
The Impediments Encountered While Learning Mathematics by Eight Grade Students

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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,…
Relational Analysis of High School Students' Cognitive Self-Regulated Learning Strategies and Conceptions of Learning Biology

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Sadi, Özlem

2017-01-01

The purpose of this study was to analyze the relation between students' cognitive learning strategies and conceptions of learning biology. The two scales, "Cognitive Learning Strategies" and "Conceptions of Learning Biology", were revised and adapted to biology in order to measure the students' learning strategies and…
Learning Binomial Probability Concepts with Simulation, Random Numbers and a Spreadsheet

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Rochowicz, John A., Jr.

2005-01-01

This paper introduces the reader to the concepts of binomial probability and simulation. A spreadsheet is used to illustrate these concepts. Random number generators are great technological tools for demonstrating the concepts of probability. Ideas of approximation, estimation, and mathematical usefulness provide numerous ways of learning…
The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability

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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,…

Phonological Concept Learning.

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Moreton, Elliott; Pater, Joe; Pertsova, Katya

2017-01-01

Linguistic and non-linguistic pattern learning have been studied separately, but we argue for a comparative approach. Analogous inductive problems arise in phonological and visual pattern learning. Evidence from three experiments shows that human learners can solve them in analogous ways, and that human performance in both cases can be captured by the same models. We test GMECCS (Gradual Maximum Entropy with a Conjunctive Constraint Schema), an implementation of the Configural Cue Model (Gluck & Bower, ) in a Maximum Entropy phonotactic-learning framework (Goldwater & Johnson, ; Hayes & Wilson, ) with a single free parameter, against the alternative hypothesis that learners seek featurally simple algebraic rules ("rule-seeking"). We study the full typology of patterns introduced by Shepard, Hovland, and Jenkins () ("SHJ"), instantiated as both phonotactic patterns and visual analogs, using unsupervised training. Unlike SHJ, Experiments 1 and 2 found that both phonotactic and visual patterns that depended on fewer features could be more difficult than those that depended on more features, as predicted by GMECCS but not by rule-seeking. GMECCS also correctly predicted performance differences between stimulus subclasses within each pattern. A third experiment tried supervised training (which can facilitate rule-seeking in visual learning) to elicit simple rule-seeking phonotactic learning, but cue-based behavior persisted. We conclude that similar cue-based cognitive processes are available for phonological and visual concept learning, and hence that studying either kind of learning can lead to significant insights about the other. Copyright © 2015 Cognitive Science Society, Inc.
Analysis of Self-Directed Learning upon Student of Mathematics Education Study Program

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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…
CREATING CRITICAL THINKING FROM AFFECTIVE DOMAIN IN SUCCESSFUL LEARNING OF MATHEMATICS.

OpenAIRE

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...
Developing a Learning Progression for Curriculum, Instruction, and Student Learning: An Example from Mathematics Education

Science.gov (United States)

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…
Development and validity of mathematical learning assessment instruments based on multiple intelligence

Directory of Open Access Journals (Sweden)

Helmiah Suryani

2017-06-01

Full Text Available This study was aimed to develop and produce an assessment instrument of mathematical learning results based on multiple intelligence. The methods in this study used Borg & Gall-Research and Development approach (Research & Development. The subject of research was 289 students. The results of research: (1 Result of Aiken Analysis showed 58 valid items were between 0,714 to 0,952. (2 Result of the Exploratory on factor analysis indicated the instrument consist of three factors i.e. mathematical logical intelligence-spatial intelligence-and linguistic intelligence. KMO value was 0.661 df 0.780 sig. 0.000 with valid category. This research succeeded to developing the assessment instrument of mathematical learning results based on multiple intelligence of second grade in elementary school with characteristics of logical intelligence of mathematics, spatial intelligence, and linguistic intelligence.
[Difficulties in learning mathematics].

Science.gov (United States)

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.
MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN SELF-CONCEPT CALON GURU DI KABUPATEN KARAWANG MELALUI PENDEKATAN OPEN-ENDED

Directory of Open Access Journals (Sweden)

Hendra Kartika

2017-12-01

Full Text Available This study aims to investigate open-ended learning approach in improving undergraduate students’ mathematical problem-solving ability and self-concept toward linear algebra subject. Population in this study is mathematics education students FKIP Unsika in four semesters that takes linear algebra courses while the sample is two classes became experiment class and control class. The research design that used in this study is non-equivalent control group design. Results show that undergraduate students’ mathematical problem-solving ability and self-concept who followed open-ended learning approach were fostered significantly compared to undergraduate students’ who received conventional teaching method.
Minásbate Equivalents of Mathematical Concepts: Their Socio-Cultural Undertones

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Balbuena, Sherwin E.; Cantoria, Uranus E.; Cantoria, Amancio L., Jr.; Ferriol, Eny B.

2015-01-01

This paper presents the collection and analysis of Minásbate equivalents of some concepts used in the study of arithmetic, counting, and geometry as provided by the elderly residents of the province of Masbate. The glossary of mathematical terms derived from interviews would serve as an authoritative reference for mother tongue teachers in the…
New directions for situated cognition in mathematics education

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Winbourne, Peter; Winbourne, Peter

2008-01-01

This book draws together a range of papers by experienced writers in mathematics education who have used the concept of situated cognition in their research within recent years. Thus it provides an up-to-date overview of developments and applications to which other researchers can refer and which will inspire future research. It is appropriate to review the field now and collect a range of papers which all relate to situated cognition and show how its application to mathematics education has matured and become usefully embedded in our approach to central issues about learning mathematics.
Equitable Mathematics Teaching and Learning in Practice: Exploring Students' Negotiations of Identity and Power

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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…
Examining of Perceptions of Gifted Students toward Mathematics Concept

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Mesut ÖZTÜRK

2014-12-01

Full Text Available The purpose of this study bring out owned intellectual image interested in mathematics concept of gifted students. Participant of twenty-eight gifted students that they selected via WISC-R intelligent test. A phenomenology design that one of qualitative research methods was adopted and data collection focus group interview. Data analysis consisted of content analysis. Students who participant made up different sixteen metaphor. The most widely used of them kainite. When examined justifications lie behind of metaphor gifted students have different three perception such as affected with people of math, influence toward math of the nature, the nature of math. The result of examine of math perception according to grade level when grade level increased, gifted students more interested the nature of math whereas depended on needed of people more interested math concept.
Learning to Teach Mathematics Specialists in a Synchronous Online Course: A Self-Study

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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…
A Mixed Methods Analysis of Students' Understanding of Slope and Derivative Concepts and Students' Mathematical Dispositions

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Patel, Rita Manubhai

2013-01-01

This dissertation examined understanding of slope and derivative concepts and mathematical dispositions of first-semester college calculus students, who are recent high school graduates, transitioning to university mathematics. The present investigation extends existing research in the following ways. First, based on this investigation, the…
A Study on the Role of Drama in Learning Mathematics

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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...
A Modified Moore Approach to Teaching Mathematical Statistics: An Inquiry Based Learning Technique to Teaching Mathematical Statistics

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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…
The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis

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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…
Effect of Personalisation of Instruction on Students’ Motivation to learn Mathematics Word Problems in Nigeria

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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...
Math in plain english literacy strategies for the mathematics classroom

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Benjamin, Amy

2013-01-01

Do word problems and math vocabulary confuse students in your mathematics classes? Do simple keywords like ""value"" and ""portion"" seem to mislead them? Many words that students already know can have a different meaning in mathematics. To grasp that difference, students need to connect English literacy skills to math. Successful students speak, read, write, and listen to each other so they can understand, retain, and apply mathematics concepts. This book explains how to use 10 classroom-ready literacy strategies in concert with your mathematics instruction. You'll learn how to develop stude
Mexican high school students' social representations of mathematics, its teaching and learning

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Martínez-Sierra, Gustavo; Miranda-Tirado, Marisa

2015-07-01

This paper reports a qualitative research that identifies Mexican high school students' social representations of mathematics. For this purpose, the social representations of 'mathematics', 'learning mathematics' and 'teaching mathematics' were identified in a group of 50 students. Focus group interviews were carried out in order to obtain the data. The constant comparative style was the strategy used for the data analysis because it allowed the categories to emerge from the data. The students' social representations are: (A) Mathematics is…(1) important for daily life, (2) important for careers and for life, (3) important because it is in everything that surrounds us, (4) a way to solve problems of daily life, (5) calculations and operations with numbers, (6) complex and difficult, (7) exact and (6) a subject that develops thinking skills; (B) To learn mathematics is…(1) to possess knowledge to solve problems, (2) to be able to solve everyday problems, (3) to be able to make calculations and operations, and (4) to think logically to be able to solve problems; and (C) To teach mathematics is…(1) to transmit knowledge, (2) to know to share it, (3) to transmit the reasoning ability, and (4) to show how to solve problems.
Mathematical writing

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Vivaldi, Franco

2014-01-01

This book teaches the art of writing mathematics, an essential -and difficult- skill for any mathematics student. The book begins with an informal introduction on basic writing principles and a review of the essential dictionary for mathematics. Writing techniques are developed gradually, from the small to the large: words, phrases, sentences, paragraphs, to end with short compositions. These may represent the introduction of a concept, the abstract of a presentation or the proof of a theorem. Along the way the student will learn how to establish a coherent notation, mix words and symbols effectively, write neat formulae, and structure a definition. Some elements of logic and all common methods of proofs are featured, including various versions of induction and existence proofs. The book concludes with advice on specific aspects of thesis writing (choosing of a title, composing an abstract, compiling a bibliography) illustrated by large number of real-life examples. Many exercises are included; over 150...

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