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Sample records for learning mathematics peter

  1. Peter Jarvis and the Understanding of Adult Learning

    Science.gov (United States)

    Illeris, Knud

    2017-01-01

    By comparing Peter Jarvis' understanding of learning with two other approaches--which Jarvis himself has referred to as "the most comprehensive": Etienne Wenger's "social theory of learning" and my own psychologically oriented theory of "the three dimensions of learning"--it becomes evident that Jarvis' understanding…

  2. Mathematical Model for the Control of measles 1*PETER, OJ ...

    African Journals Online (AJOL)

    PROF HORSFALL

    2018-04-16

    Apr 16, 2018 ... 5Department of Mathematics/Statistics, Federal University of Technology, Minna, Nigeria ... ABSTRACT: We proposed a mathematical model of measles disease dynamics with vaccination by ...... Equation with application.

  3. Paradoxes of a Long Life Learning: An Exploration of Peter Jarvis's Contribution to Experiential Learning Theory

    Science.gov (United States)

    Dyke, Martin

    2017-01-01

    The paper explores the work of Peter Jarvis related to learning with particular reference to his definitions of learning and his models of the learning process. This exploration will consider different approaches to experiential learning and demonstrate the contribution Jarvis has made, noting how his writing on the subject has changed over time.…

  4. Otto Peters on Distance Education: The Industrialization of Teaching and Learning. Routledge Studies in Distance Education.

    Science.gov (United States)

    Keegan, Desmond, Ed.

    This book contains new and previously published translations of 11 essays and articles about the industrialization of teaching and learning in distance education that were originally published in German by Otto Peters between 1965 and 1993. A "Preface" (Desmond Keegan) and an introduction placing Peters' writings in their historical…

  5. 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…

  6. 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....

  7. Learning Environments in Mathematics

    Science.gov (United States)

    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…

  8. 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...

  9. Local and Global in the Formation of a Learning Theorist: Peter Jarvis and Adult Education

    Science.gov (United States)

    Holford, John

    2017-01-01

    Peter Jarvis is a towering figure in the study of adult and lifelong education and a leading and original theorist of learning. This paper sets out his intellectual and professional biography, maps the main contours of his work and introduces fourteen papers by leading scholars devoted to his work. Five broad phases in Jarvis' life are identified:…

  10. Perception determinants in learning mathematics

    Science.gov (United States)

    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.

  11. [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.

  12. Transformative Learning: Personal Empowerment in Learning Mathematics

    Science.gov (United States)

    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…

  13. 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...

  14. The Learning Curve in neurofeedback of Peter Van Deusen: A review article

    Directory of Open Access Journals (Sweden)

    Valdenilson Ribeiro Ribas

    Full Text Available ABSTRACT The Learning Curve (TLC in neurofeedback concept emerged after Peter Van Deusen compiled the results of articles on the expected electrical activity of the brain. This concept was subsequently tested on patients at four clinics in Atlanta between 1994 and 2001. The aim of this paper was to report the historical aspects of TLC. Articles published on the electronic databases MEDLINE/PubMed and Web of Science were reviewed. During patient evaluation, TLC investigates categories called disconnected, hot temporal lobes, reversal of alpha and beta waves, blocking, locking, and filtering or processing. This enables neuroscientists to use their training designs and, by means of behavioral psychology, to work on neuroregulation, as self-regulation for patients. TLC shows the relationships between electrical, mental and behavioral activity in patients. It also identifies details of patterns that can assist physicians in their choice of treatment.

  15. Learning higher mathematics

    CERN Document Server

    Pontrjagin, Lev Semenovič

    1984-01-01

    Lev Semenovic Pontrjagin (1908) is one of the outstanding figures in 20th century mathematics. In a long career he has made fundamental con­ tributions to many branches of mathematics, both pure and applied. He has received every honor that a grateful government can bestow. Though in no way constrained to do so, he has through the years taught mathematics courses at Moscow State University. In the year 1975 he set himself the task of writing a series of books on secondary school and beginning university mathematics. In his own words, "I wished to set forth the foundations of higher mathematics in a form that would have been accessible to myself as a lad, but making use of all my experience as a scientist and a teacher, ac­ cumulated over many years. " The present volume is a translation of the first two out of four moderately sized volumes on this theme planned by Pro­ fessor Pontrjagin. The book begins at the beginning of modern mathematics, analytic ge­ ometry in the plane and 3-dimensional space. Refin...

  16. Learning Mathematics through Games

    Science.gov (United States)

    Gough, John

    2015-01-01

    When considering the use of games for teaching mathematics, educators should distinguish between an "activity" and a "game". Gough (1999) states that "A 'game' needs to have two or more players, who take turns, each competing to achieve a 'winning' situation of some kind, each able to exercise some choice about how to move…

  17. Learning mathematics outside the classroom

    DEFF Research Database (Denmark)

    Mogensen, Arne

    visits by researchers. The aim is to examine teaching forms and contents in outdoor teaching integrating mathematics, and this setting’s influence on pupils experienced learning, motivation, well-being and physical activity. Teachers’ management of outdoor education is also part of the study. Data were...

  18. Learning Mathematics with Creative Drama

    Directory of Open Access Journals (Sweden)

    Baki Şahin

    2018-04-01

    Full Text Available In this study, a mathematics activity that used creative drama method to teach the fifth grade standard “Expresses a position with respect to another point using direction and unit” under geometry and measurement was implemented. Twenty students attending the fifth grade of a public school participated in the study. The lesson plan involved four activities in warm-up, role-play, and evaluation stages. Activities include processes that will ensure active participation of students. The activity lasted two lesson hours. Two prospective mathematics teachers and a mathematics teacher were available in the class during the activity to observe student participation and reactions. Additionally, 10 students were interviewed to learn their views about the lesson. Comments of the observers and the responses of the students to the interview questions indicate that the lesson was successful.

  19. 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…

  20. Integrating Dynamic Mathematics Software into Cooperative Learning Environments in Mathematics

    Science.gov (United States)

    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…

  1. How Chinese learn mathematics perspectives from insiders

    CERN Document Server

    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.

  2. 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...

  3. Mobile learning to improve mathematics teachers mathematical competencies

    Science.gov (United States)

    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.

  4. Learning the Work of Ambitious Mathematics Teaching

    Science.gov (United States)

    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…

  5. New Myositis Classification Criteria-What We Have Learned Since Bohan and Peter.

    Science.gov (United States)

    Leclair, Valérie; Lundberg, Ingrid E

    2018-03-17

    Idiopathic inflammatory myopathy (IIM) classification criteria have been a subject of debate for many decades. Despite several limitations, the Bohan and Peter criteria are still widely used. The aim of this review is to discuss the evolution of IIM classification criteria. New IIM classification criteria are periodically proposed. The discovery of myositis-specific and myositis-associated autoantibodies led to the development of clinico-serological criteria, while in-depth description of IIM morphological features improved histopathology-based criteria. The long-awaited European League Against Rheumatism and American College of Rheumatology (EULAR/ACR) IIM classification criteria were recently published. The Bohan and Peter criteria are outdated and validated classification criteria are necessary to improve research in IIM. The new EULAR/ACR IIM classification criteria are thus a definite improvement and an important step forward in the field.

  6. 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.

  7. Connecting mathematics learning through spatial reasoning

    Science.gov (United States)

    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.

  8. 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…

  9. The Psychological Basis of Learning Mathematics.

    Science.gov (United States)

    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…

  10. Making the Learning of Mathematics More Meaningful

    Science.gov (United States)

    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.

  11. 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....

  12. Mathematical mind-benders

    CERN Document Server

    Winkler, Peter

    2007-01-01

    Peter Winkler is at it again. Following the enthusiastic reaction to Mathematical Puzzles: A Connoisseur's Collection, Peter has compiled a new collection of elegant mathematical puzzles to challenge and entertain the reader. The original puzzle connoisseur shares these puzzles, old and new, so that you can add them to your own anthology. This book is for lovers of mathematics, lovers of puzzles, lovers of a challenge. Most of all, it is for those who think that the world of mathematics is orderly, logical, and intuitive-and are ready to learn otherwise! A pdf with errata is updated by the aut

  13. 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.

  14. 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…

  15. Productive Ambiguity in the Learning of Mathematics

    Science.gov (United States)

    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…

  16. Connecting Mathematics Learning through Spatial Reasoning

    Science.gov (United States)

    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…

  17. 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...

  18. Obituary: Peter Robert Wilson, 1929-2007

    Science.gov (United States)

    Snodgrass, Herschel B.

    2009-01-01

    . Together with Peter Fox and Pat McIntosh, we became the solar-physics "gang of four." A dinner in Sydney with Geraldine, Peter, and their friends always meant liberal amounts of fine Australian wine, lively conversations on every imaginable topic (except physics), much laughter, and a deliciously endless meal. A weekend at their beach house in Killcare was even better, featuring long walks on the golden-sand beach and in the nearby bush. Kookaburras, Currawongs, and Rainbow Lorikeets frequented the outdoor deck, and the bush teemed with large and fascinating spiders. Back in Sydney, short-term visitors enjoyed lodgings and excellent breakfasts at the University of Sydney's Women's College, with Peter on the Council. Peter was a man of many interests. He was an expert sailor, a small-plane pilot who took colleagues and friends on adventurous flights, and a lover of sports. He was a skier, a hiker, and a good tennis player who disdained proper form but usually won the point. In 1994, one day after his 65th birthday, Peter suffered a serious stroke. Recovery from this was extremely difficult, painful, and slow; he did, however, recover to a remarkable degree. He had to learn to walk all over again and his vocal chords were partially paralyzed, but after several years of determined work, Peter was able to play a little tennis and squash, and he could bowl and hike. During the last decade of his life he traveled to Easter Island, to the Galapagos, and to the Ross Ice Shelf in Antarctica. Peter continued to take pleasure in his research to the end, in collaboration with close colleagues who were always among his closest friends. Among these was Chris Durrant, who had been Head of the School of Mathematics and Statistics from 1994 to 1998. They were writing a series of papers on the mechanism of the Sun's polar field reversals. I was looking forward to joining them this coming summer. My last visit with Peter was in Phoenix, Arizona, where Geraldine was participating in a

  19. 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…

  20. 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....

  1. 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.…

  2. Creativity and Mathematics: Using Learning Journals

    Science.gov (United States)

    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…

  3. Selection of Learning Media Mathematics for Junior School Students

    Science.gov (United States)

    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…

  4. 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...

  5. Enhancing Students’ Interest through Mathematics Learning

    Science.gov (United States)

    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.

  6. Learning to Calculate and Learning Mathematics.

    Science.gov (United States)

    Fearnley-Sander, Desmond

    1980-01-01

    A calculator solution of a simple computational problem is discussed with emphasis on its ramifications for the understanding of some fundamental theorems of pure mathematics and techniques of computing. (Author/MK)

  7. Peter St. John | NREL

    Science.gov (United States)

    St. John Photo of Peter St. John Peter St. John Researcher III-Chemical Engineering Peter.StJohn @nrel.gov | 303-384-7969 Orcid ID http://orcid.org/0000-0002-7928-3722 Education Peter St. John received his engineering from the University of California at Santa Barbara in 2015. During his Ph.D., St. John applied

  8. Hipatia: a hypermedia learning environment in mathematics

    Directory of Open Access Journals (Sweden)

    Marisol Cueli

    2016-01-01

    Full Text Available Literature revealed the benefits of different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in mathematics. However, no one tool combined all these variables. The aim of this study is to present and describe the design and development of a hypermedia tool, Hipatia. Hypermedia environments are, by definición, adaptive learning systems, which are usually a web-based application program that provide a personalized learning environment. This paper describes the principles on which Hipatia is based as well as a review of available technologies developed in different academic subjects. Hipatia was created to boost self-regulated learning, develop specific math skills, and promote effective problem solving. It was targeted toward fifth and sixth grade students with and without learning difficulties in mathematics. After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning. Future research is needed to test the efficacy of Hipatia with an empirical methodology.

  9. Edmodo social learning network for elementary school mathematics learning

    Science.gov (United States)

    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.

  10. 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 ...

  11. Picture Books Stimulate the Learning of Mathematics

    Science.gov (United States)

    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…

  12. Fractions Learning in Children with Mathematics Difficulties

    Science.gov (United States)

    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…

  13. Active Learning Strategies for the Mathematics Classroom

    Science.gov (United States)

    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…

  14. Mobile phone application for mathematics learning

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    Yinghui Lai

    Full Text Available Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA and mathematical metacognition on word problem solving (WPS. We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56 with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA, typical achieving (TA, low achieving (LA, and mathematical learning difficulty (MLD. Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA than the TA and HA children, but not in mathematical evaluation anxiety (MEA. MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

  16. 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.

  17. 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. PMID:26090806

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

    Directory of Open Access Journals (Sweden)

    Saleh Haji

    2017-01-01

    Full Text Available The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1 There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2 Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning

  19. Peter Lax, mathematician an illustrated memoir

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    Hersh, Reuben

    2015-01-01

    Hersh's memoir of Peter Lax is a revealing glimpse into the life, times, and work of one of the giants of mathematics. The story, told through reminiscences and interviews with Lax himself, his family, and his close friends, is the story of mathematics and its relationships to science and society from the Second World War to the end of the century. -Charlie Epstein, University of Pennsylvania This book is a biography of one of the most famous and influential living mathematicians, Peter Lax. He is virtually unique as a preeminent leader in both pure and applied mathematics, fields which are o

  20. 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

  1. 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,…

  2. 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…

  3. 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.

  4. 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.

  5. 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

  6. 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...

  7. Teacher Identification of Student Learned Helplessness in Mathematics

    Science.gov (United States)

    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…

  8. Motivational Classroom Climate for Learning Mathematics: A Reversal Theory Perspective

    Science.gov (United States)

    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…

  9. 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...

  10. The influence of mathematics learning using SAVI approach on junior high school students’ mathematical modelling ability

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  13. A synthesis of mathematical and cognitive performances of students with mathematics learning disabilities.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  15. 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…

  16. Peter Nansen og Aalborg

    DEFF Research Database (Denmark)

    Bang, Karin

    2005-01-01

    Om Peter nansens tilknytning til Limfjordsegnen. Peter Nansen betragtede hele livet Aalborg som sin "hjemby" - det var her, han havde sin rod. Han kom til Aalborg som et-årig i april 1862, da hans far F.P.N. Nansen blev kapellan ved Budolfi Kirke. Mange af barndomsferierne tilbragte han hos sin...

  17. Remembering Peter Medway

    Science.gov (United States)

    Hardcastle, John; Clements, Simon

    2015-01-01

    Peter Medway was an exceptionally able teacher, researcher and thinker, and his work throws light on governments, inspectors and educators. In the early 1960s, Peter met a theory which "established language as a major means of constructing our realities". Later, after teaching English in secondary schools for two decades, he reflected on…

  18. 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.

  19. Affordances of Spreadsheets In Mathematical Investigation: Potentialities For Learning

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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…

  1. The Role of Mathematics Learning Centres in Engineering Education.

    Science.gov (United States)

    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…

  2. Theorizing Collaborative Mathematics Teacher Learning in Communities of Practice

    Science.gov (United States)

    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…

  3. 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...

  4. 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

  5. Mathematics anxiety: what have we learned in 60 years?

    Directory of Open Access Journals (Sweden)

    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.

  6. Mathematics and Metacognition in Adolescents and Adults with Learning Disabilities

    Science.gov (United States)

    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…

  7. Professional Learning in Mathematical Reasoning: Reflections of a Primary Teacher

    Science.gov (United States)

    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…

  8. Review of Mathematics Interventions for Secondary Students with Learning Disabilities

    Science.gov (United States)

    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…

  9. 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.

  10. 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.

  11. Contextual Teaching and Learning Approach of Mathematics in Primary Schools

    Science.gov (United States)

    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.

  12. The Effect of Blended Learning in Mathematics Course

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  14. Learning to teach secondary mathematics using an online learning system

    Science.gov (United States)

    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.

  15. Fractions Learning in Children With Mathematics Difficulties.

    Science.gov (United States)

    Tian, Jing; Siegler, Robert S

    Learning fractions is difficult for children in general and especially difficult for children with mathematics difficulties (MD). Recent research on developmental and individual differences in fraction knowledge of children with MD and typically achieving (TA) children has demonstrated that U.S. children with MD start middle school behind their TA peers in fraction understanding and fall further behind during middle school. In contrast, Chinese children, who like the MD children in the United States score in the bottom one third of the distribution in their country, possess reasonably good fraction understanding. We interpret these findings within the framework of the integrated theory of numerical development. By emphasizing the importance of fraction magnitude knowledge for numerical understanding in general, the theory proved useful for understanding differences in fraction knowledge between MD and TA children and for understanding how knowledge can be improved. Several interventions demonstrated the possibility of improving fraction magnitude knowledge and producing benefits that generalize to fraction arithmetic learning among children with MD. The reasonably good fraction understanding of Chinese children with MD and several successful interventions with U.S. students provide hope for the improvement of fraction knowledge among American children with MD.

  16. Concept mapping learning strategy to enhance students' mathematical connection ability

    Science.gov (United States)

    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.

  17. Interview with Peter Jenni

    CERN Multimedia

    PH Newsletter

    2013-01-01

    Peter Jenni, former spokesperson of the ATLAS Collaboration, discusses the challenges and satisfactions from his long-standing career in high-energy physics in this month’s PH Newsletter.   Peter Jenni. Following a long career at CERN that dates back to 1970 (ranging from Summer Student to Fellow and to Staff), Peter Jenni recently retired after about 40 years marked by exciting discoveries (from the first two-photon production of eta-prime at SPEAR to the Higgs boson at the LHC). Peter was involved in the LHC from its very beginnings and was spokesperson of the ATLAS Collaboration until February 2009. Peter Jenni will continue working with ATLAS as a guest scientist with the Albert-Ludwigs-University Freiburg, and when he's not travelling he still spends most of his time in his office in Building 40, where he met with interviewer Panos Charitos. Panos Charitos: When did you first arrive to CERN? Peter Jenni: I first came to CERN as a Summer Student in ...

  18. Utilizing Microsoft Mathematics In Teaching And Learning Calculus

    Directory of Open Access Journals (Sweden)

    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.

  19. MODERN OR TRADITIONAL TEACHING STRATEGY IN LEARNING ENGINEERING MATHEMATICS COURSE

    Directory of Open Access Journals (Sweden)

    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.

  20. 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. 

  1. Engaging Students in Mathematical Modeling through Service-Learning

    Science.gov (United States)

    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…

  2. The Effects of Self-Paced Blended Learning of Mathematics

    Science.gov (United States)

    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…

  3. Research Trends in the Use of Mobile Learning in Mathematics

    Science.gov (United States)

    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…

  4. Collaborative and Cooperative Learning in Malaysian Mathematics Education

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  6. Mathematics learning on geometry for children with autism

    Science.gov (United States)

    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.

  7. Utilization of Information and Communication Technologies in Mathematics Learning

    Directory of Open Access Journals (Sweden)

    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.

  8. Student’s social interaction in mathematics learning

    Science.gov (United States)

    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.

  9. 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

  10. Teachers, Equity, and Computers for Secondary Mathematics Learning

    Science.gov (United States)

    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…

  11. 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…

  12. Utilizing Microsoft Mathematics in Teaching and Learning Calculus

    Science.gov (United States)

    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…

  13. 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…

  14. Amidst Multiple Theories of Learning in Mathematics Education

    Science.gov (United States)

    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…

  15. 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…

  16. Cognitive Play and Mathematical Learning in Computer Microworlds.

    Science.gov (United States)

    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…

  17. Using Sport to Engage and Motivate Students to Learn Mathematics

    Science.gov (United States)

    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…

  18. Assessing the Potential of Mathematics Textbooks to Promote Deep Learning

    Science.gov (United States)

    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…

  19. Mathematics in Student-­Centred Inquiry Learning: Student Engagement

    Science.gov (United States)

    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…

  20. "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…

  1. Experimental Design: Utilizing Microsoft Mathematics in Teaching and Learning Calculus

    Science.gov (United States)

    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…

  2. The Impediments Encountered While Learning Mathematics by Eight Grade Students

    Science.gov (United States)

    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,…

  3. Using Student-Made Games to Learn Mathematics

    Science.gov (United States)

    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.)

  4. 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.  ...

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

    Science.gov (United States)

    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.

  6. Science, technology, engineering, mathematics (STEM) as mathematics learning approach in 21st century

    Science.gov (United States)

    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.

  7. Peter Pan-demien

    DEFF Research Database (Denmark)

    Holm, Claus

    2009-01-01

    Ungdommelig opførsel er moderne. I gamle dage skulle vi blive voksne. I dag skal selv gamle mænd og kvinder holde sig unge. Peter Pan-panikken er i os, og en af vores væsentligste sociale lidelser er umodenhed.......Ungdommelig opførsel er moderne. I gamle dage skulle vi blive voksne. I dag skal selv gamle mænd og kvinder holde sig unge. Peter Pan-panikken er i os, og en af vores væsentligste sociale lidelser er umodenhed....

  8. A Study on the Role of Drama in Learning Mathematics

    OpenAIRE

    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...

  9. Chinese Number Words, Culture, and Mathematics Learning

    Science.gov (United States)

    Ng, Sharon Sui Ngan; Rao, Nirmala

    2010-01-01

    This review evaluates the role of language--specifically, the Chinese-based system of number words and the simplicity of Chinese mathematical terms--in explaining the relatively superior performance of Chinese and other East Asian students in cross-national studies of mathematics achievement. Relevant research is critically reviewed focusing on…

  10. Using Two Languages when Learning Mathematics

    Science.gov (United States)

    Moschkovich, Judit

    2007-01-01

    This article reviews two sets of research studies from outside of mathematics education to consider how they may be relevant to the study of bilingual mathematics learners using two languages. The first set of studies is psycholinguistics experiments comparing monolinguals and bilinguals using two languages during arithmetic computation (language…

  11. 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.

  12. Processes of Learning with Regard to Students’ Learning Difficulties in Mathematics

    Directory of Open Access Journals (Sweden)

    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.

  13. Problem Posing with Realistic Mathematics Education Approach in Geometry Learning

    Science.gov (United States)

    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.

  14. 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…

  15. Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity

    Science.gov (United States)

    Crisan, Cosette; Rodd, Melissa

    2017-01-01

    A non-specialist teacher of mathematics is a school teacher who qualified to teach in a subject other than mathematics yet teaches mathematics to students in secondary school. There is an emerging interest internationally in this population, a brief report of which is given in the paper. Because of concerns about the quality of non-specialists'…

  16. Learned Helplessness in Mathematics: What Educators Should Know.

    Science.gov (United States)

    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)

  17. Embedding Diagnostic Mechanisms in a Digital Game for Learning Mathematics

    Science.gov (United States)

    Huang, Yueh-Min; Huang, Shu-Hsien; Wu, Ting-Ting

    2014-01-01

    Mathematics is closely related to daily life, but it is also one of the lessons which often cause anxiety to primary school students. Digital game-based learning (DGBL) has been regarded as a sound learning strategy in raising learner willingness and interest in many disciplines. Thus, ways of designing a DGBL system to mitigate anxiety are well…

  18. Learning mathematics from hierarchies to networks

    CERN Document Server

    Burton, Prof Leone

    2012-01-01

    How and why is mathematics taught? This book seeks to improve on our current answers. The contributors provide various perspectives in this richly cross-referenced work. Relevant to policy makers, practitioners and researchers.

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

    Science.gov (United States)

    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.

  20. UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN MATHEMATICS LEARNING

    Directory of Open Access Journals (Sweden)

    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

  1. Improving ability mathematic literacy, self-efficacy and reducing mathematical anxiety with learning Treffinger model at senior high school students

    Directory of Open Access Journals (Sweden)

    Hafizh Nizham

    2017-12-01

    Full Text Available This study is a Quasi Experimental study with the design of The Pretest-Post-Test Non-Equivalent Group Design. Population in this research is all student of class X SHS in South Jakarta. Sampling is done by purposive sampling, to obtain an experimental class and control class. In the experimental class, students learn with Treffinger learning model and control, class learning with conventional learning. This study is also to examine the differences of self-efficacy improvement and students literacy skills, and decreased students' mathematical anxiety. Also, this study also examines the relevance of early mathematical abilities (high, medium, low with improving students' math literacy skills. The instrument used in this research is literacy skill test, self-efficacy scale, mathematical anxiety scale, observation sheet, and student interview. Data were analyzed by t-test, one-way ANOVA, and two lines. From the results of the data, it is found that: (1 The improvement of literacy ability of students who are learned with Treffinger model learning is not significantly higher than students who learn with conventional. (2 The self-efficacy of students who learning with the Treffinger model learning  is better than the student that is learning by conventional. (3 The mathematical anxiety of students learning with Treffinger model learning reduces better than students learning with conventional. (4 There is a difference in the improvement of students' mathematical literacy skills learning by learning the Treffinger model and students learning with conventional learning based on early mathematical abilities. (5 Student response to Treffinger model learning is better than students learning with conventional learning. Therefore, learning model Treffinger can be an alternative model of learning to improve students' mathematical literacy skills, and self-efficacy students, and able to reduce mathematical anxiety.

  2. Peter A. Florschutz

    Directory of Open Access Journals (Sweden)

    Cleef Antoine M.

    1978-12-01

    Full Text Available El 25 de mayo de 1976 falleció inesperadamente, a la edad de53 años, Peter Arnold Florschütz, eminente briólogo y profesor deBotánica Sistemática en Utrecht (Holanda. Era bien conocido porsus estudios de los musgos de Surinam. Fue coautor del "Index Muscorum", miembro de la comisión de la Flora Neotrópica y tesorero del IAPT.

  3. 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...

  4. Talking about teaching and learning mathematics in indigenous schools

    Directory of Open Access Journals (Sweden)

    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.

  5. 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

  6. Students’ Perceptions of Learning Mathematics With Cellular Phones and Applets

    Directory of Open Access Journals (Sweden)

    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.

  7. Brain based learning with contextual approach to mathematics achievement

    Directory of Open Access Journals (Sweden)

    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.

  8. The philosophical aspect of learning inverse problems of mathematical physics

    Directory of Open Access Journals (Sweden)

    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.

  9. Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    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

  11. 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

  12. A Study on the Role of Drama in Learning Mathematics

    Directory of Open Access Journals (Sweden)

    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.

  13. Manipulatives Implementation For Supporting Learning Of Mathematics For Prospective Teachers

    Science.gov (United States)

    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

  14. CAN INFOGRAPHICS FACILITATE THE LEARNING OF INDIVIDUALS WITH MATHEMATICAL LEARNING DIFFICULTIES?

    Directory of Open Access Journals (Sweden)

    Basak Baglama

    2017-12-01

    Full Text Available Visualization of data has recently gained great importance in education and use of infographics is regarded as an important tool in teaching mathematics since it presents information in a clear and abstract way. Therefore, use of infographics for helping individuals with mathematical learning difficulties has become an important research question. This study aims to provide an overview on the use of infographics in teaching mathematics to individuals with mathematical learning difficulties. This is a qualitative study in which document analysis was used the collect the data. Results provided information about the definition of infographics, effectiveness of using infographics in education and facilitative role of infographics in enhancing learning of individuals with mathematical learning difficulties, namely dyscalculia. Results were discussed with relevant literature and recommendations for further research and practices were also presented.

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

    Science.gov (United States)

    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…

  16. Reflection on Cuboid Net with Mathematical Learning Quality

    Science.gov (United States)

    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.

  17. Representations of Mathematics, their teaching and learning: an exploratory study

    Directory of Open Access Journals (Sweden)

    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.

  18. [Mathematical models of decision making and learning].

    Science.gov (United States)

    Ito, Makoto; Doya, Kenji

    2008-07-01

    Computational models of reinforcement learning have recently been applied to analysis of brain imaging and neural recording data to identity neural correlates of specific processes of decision making, such as valuation of action candidates and parameters of value learning. However, for such model-based analysis paradigms, selecting an appropriate model is crucial. In this study we analyze the process of choice learning in rats using stochastic rewards. We show that "Q-learning," which is a standard reinforcement learning algorithm, does not adequately reflect the features of choice behaviors. Thus, we propose a generalized reinforcement learning (GRL) algorithm that incorporates the negative reward effect of reward loss and forgetting of values of actions not chosen. Using the Bayesian estimation method for time-varying parameters, we demonstrated that the GRL algorithm can predict an animal's choice behaviors as efficiently as the best Markov model. The results suggest the usefulness of the GRL for the model-based analysis of neural processes involved in decision making.

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

    OpenAIRE

    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...

  20. Peter Carravetta, Del postmoderno.

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    Alessandro Carrera

    2010-08-01

    Full Text Available Peter Carravetta, professor of “Italian and Italian American Studies” at SUNY Stony Brook, with an Italian and American education, has put together in his massive Del postmoderno possibly the most complete critical review so far of American academic production from the 1970s to the present. “Postmodern” is the key word of the cultural turn that took place between the 1950s and the 1970s only to meet its death, in Carravetta’s opinion, on September 11, 2001, when the shortlived illusion that h...

  1. Learning mathematics in students of Mechanical Engineering

    Directory of Open Access Journals (Sweden)

    Raquel Ramírez-Pedroso

    2016-07-01

    Full Text Available Mathematical discipline contributes to the development of logical and algorithmic thinking and provides the basics of a specialist in Technical Sciences, as every engineer considers technical and scientific representations in mathematical terms, with which reflects the quantitative and qualitative features of the phenomena studied . His goal is to make the engineer master the mathematical apparatus to do so able to model and analyze the technical, economic, productive and scientific processes using both, analytical methods and numerical. Interdisciplinarity is a current educational trend that puts in the center the comprehensive treatment of the complex processes of reality from the contribution of different disciplines and meet common objectives. It is necessary to address the issue of interdisciplinarity, from different points of view. Normal 0 21 false false false ES X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}

  2. 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

  3. 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...

  4. Amongst mathematicians teaching and learning mathematics at university level

    CERN Document Server

    Nardi, Elena

    2008-01-01

    "Amongst Mathematicians" offers a unique perspective on the ways in which mathematicians perceive their students' learning, the way they teach and reflect on those teaching practices. Elena Nardi employs fictional characters to create a conversation on these important issues. While personas are created, the facts incorporated into their stories are based on large bodies of data including intense focus groups comprised of mathematicians and mathematics education.This book further develops analyses of the data and demonstrates the pedagogical potential that lies in collaborative research that engages educators, researchers, and students in undergraduate mathematics education. Nardi also addresses the need for action in undergraduate mathematics education by creating discourse for reform and demonstrating the feasibility and potential of collaboration between mathematicians and researchers. "Amongst Mathematicians" is of interest to the entire mathematics community including teacher educators, undergraduate and ...

  5. Mathematical beauty in service of deep approach to learning

    DEFF Research Database (Denmark)

    Karamehmedovic, Mirza

    2015-01-01

    was hands-on MATLAB programming, where the algorithms were tested and applied to solve physical modelbased problems. To encourage a deep approach, and discourage a surface approach to learning, I introduced into the lectures a basic but rigorous mathematical treatment of crucial theoretical points...

  6. Using Generative Routines to Support Learning of Ambitious Mathematics Teaching

    Science.gov (United States)

    Ghousseini, Hala; Beasley, Heather; Lord, Sarah

    2017-01-01

    In this paper, we integrate a set of theoretical considerations that together serve as a model for investigating how high-leverage practices could be generative of teacher learning. We use the context of rehearsals to investigate how the use of a specified question sequence aimed at eliciting student mathematical thinking can afford opportunities…

  7. Cooperative learning and Mathematics Education: A happy Marriage?

    NARCIS (Netherlands)

    Terwel, J.; Stéphan Vincent-Lancrin, S.; Kiira Kärkkäinen, K.; Francesco Avvisati, F.

    2011-01-01

    One of the main questions in this paper is: ‘Should knowledge be provided or generated in mathematics education?’ In trying to respond on this fundamental question it became clear that this dichotomy is not fruitful. Therefore we looked for a third way in which guided cooperative learning was a

  8. 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

  9. Designing Opportunities to Learn Mathematics Theory-Building Practices

    Science.gov (United States)

    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…

  10. Learning Mathematics: Perspectives of Australian Aboriginal Children and Their Teachers

    Science.gov (United States)

    Howard, Peter; Perry, Bob

    2005-01-01

    Two key stakeholders in enhancing and building Aboriginal children's capacity to learn mathematics are teachers and the Aboriginal children themselves. In Australian schools it is often the case that the two groups come from different cultural backgrounds with very differing life experiences. This paper reports on an ethnographic study and focuses…

  11. Effects of Game Technology on Elementary Student Learning in Mathematics

    Science.gov (United States)

    Shin, Namsoo; Sutherland, LeeAnn M.; Norris, Cathleen A.; Soloway, Elliot

    2012-01-01

    This paper reports the effects of game technology on student learning in mathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks. For the next 13 weeks, both classes used a…

  12. Differential Effects of Learning Games on Mathematics Proficiency

    Science.gov (United States)

    Chang, Mido; Evans, Michael A.; Kim, Sunha; Norton, Anderson; Samur, Yavuz

    2015-01-01

    This study examined the effects of a learning game, [The Math App] on the mathematics proficiency of middle school students. For the study, researchers recruited 306 students, Grades 6-8, from two schools in rural southwest Virginia. Over a nine-week period, [The Math App] was deployed as an intervention for investigation. Students were assigned…

  13. Developing Critical Thinking Skills of Students in Mathematics Learning

    Directory of Open Access Journals (Sweden)

    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.

  14. Teacher's Ability to Develop Learning Materials Potentially Mathematical Discourse

    Directory of Open Access Journals (Sweden)

    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.

  15. 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…

  16. 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.

  17. Opportunity to learn English and mathematics in Ghanaian primary ...

    African Journals Online (AJOL)

    Opportunity to learn English and mathematics in Ghanaian primary schools: implications for teacher education programmes. ... teachers' instructional practices and management of instructional time, and • teachers' preparedness to implement the content standards. These inefficiencies could be attributed to the fact that the ...

  18. Teaching and Learning Mathematics from Primary Historical Sources

    Science.gov (United States)

    Barnett, Janet Heine; Lodder, Jerry; Pengelley, David

    2016-01-01

    Why would anyone think of teaching and learning mathematics directly from primary historical sources? We aim to answer this question while sharing our own experiences, and those of our students across several decades. We will first describe the evolution of our motivation for teaching with primary sources, and our current view of the advantages…

  19. Self-Regulated Learning: A Motivational Approach for Learning Mathematics

    Science.gov (United States)

    K., Abdul Gafoor; Kurukkan, Abidha

    2016-01-01

    Self-regulated learning is identified as a fruitful learning strategy as evidenced from the increase in the number of researches in academic self-regulation since year 2000. Knowing to manage one's own learning is helpful in attaining the goals. This analysis of literature on self-regulated learning focuses on the factors that affect…

  20. 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…

  1. Entrevista a Peter Wade

    Directory of Open Access Journals (Sweden)

    Herminia Gonzálvez Torralbo

    2007-09-01

    Full Text Available Peter Wade, Doctor en Antropología Social por la Universidad de Cambridge y actualmente profesor en la Universidad de Manchester (Reino Unido ha dedicado la mayor parte de su vida a explorar las relaciones étnicas y las ideas de raza que existen en América Latina, con particular referencia a las poblaciones negras. A lo largo de su trayectoria académica Peter Wade ha estudiado los procesos de discriminación racial, identidad negra, y movimiento social negro, incorporando también la sexualidad a sus temas centrales de investigación. Wade es autor de libros como “Raza y Etnicidad en América Latina” o “Música, Raza y Nación”, una de las mejores publicaciones sobre música popular colombiana, y de artículos como Afro-Latin Studies: Reflections on the Field o Hybridity Theory and Kinship Thinking. En la actualidad combina su labor docente con su participación en el macro proyecto Public Undestanding of Genetics (PUG, que cuenta con siete equipos de investigación en diferentes países de la Unión Europea.

  2. The Multicultural Mathematics Classroom: Culturally Aware Teaching through Cooperative Learning & Multiple Representations

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  4. Collateral Learning and Mathematical Education of Teachers

    Science.gov (United States)

    Abramovich, Sergei

    2012-01-01

    This article explores the notion of collateral learning in the context of classic ideas about the summation of powers of the first "n" counting numbers. Proceeding from the well-known legend about young Gauss, this article demonstrates the value of reflection under the guidance of "the more knowledgeable other" as a pedagogical method of making…

  5. Students' Perceptions of Learning Mode in Mathematics

    Science.gov (United States)

    Krishnan, Saras

    2016-01-01

    Blended courses or hybrid courses have gained popularity over the years because of their flexibility and convenience. Technology use in the online component of the blended/hybrid courses is another influence particularly to the younger generation of learners who enjoy learning interactively in a virtual environment. However, depending on the…

  6. Development Mathematic Assessment to Increase Mathematical Prerequisite Ability on The Student with Learning Disabilities in Inclusive Elementary School

    Science.gov (United States)

    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.

  7. Mathematics Student Teachers' Epistemological Beliefs about the Nature of Mathematics and the Goals of Mathematics Teaching and Learning in the Beginning of Their Studies

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  9. Peter Halley / Peter Halley ; interv. Tilman Baumgärtel

    Index Scriptorium Estoniae

    Halley, Peter

    2006-01-01

    Ameerika maalikunstnikust Peter Halley'st (sünd. 1953) ja tema loomingust, intervjuu kunstnikuga tema New Yorgi ateljees 30. XII 1999. Peter Halley võrgustikke kujutavatest maalidest, elektroonilise teadetetahvli The Thing ja Moodsa Kunsti Muuseumi veebilehekülje jaoks tehtud digitaalsetest töödest ning muust

  10. Investigating students' perceptions of graduate learning outcomes in mathematics

    Science.gov (United States)

    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.

  11. 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.

  12. 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.

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

    Directory of Open Access Journals (Sweden)

    Nancy Chitera

    2016-11-01

    Full Text Available In this article, we present a discussion about the type of mathematical discourse that is being produced in classrooms where the language of learning and teaching is local languages.  We also further explore the tensions in the mathematical discourse being produced. The study sample was 4 mathematics teachers from a semi-urban primary school in Malawi. The methods of data collection included classroom observations, pre-observation focus group discussions and reflective interviews. The results show that even though both students and teachers were able to communicate freely in local languages in the mathematics classroom, the mathematical discourse that came was distorted. This is mainly caused by lack of a well-developed mathematical discourse in local languages, which in turn takes away the confidence of mathematics teachers in the classroom. As a result, the mathematics classrooms are still being characterized by teachers not being creative, use of word by word from books, focus more on procedural than conceptual and thus teacher centered is still dominant in these classrooms. Furthermore, it is found that there are tensions between the formal and informal mathematical language in local languages. These results in turn have promoted a more in-depth understanding to the teaching and learning of mathematics when local language is the language of learning and teaching. Therefore, this article argues for a well-balanced approach when it comes to teaching and learning of mathematics rather than just focusing on the use of local languages.

  14. 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.

  15. COMPUTER MATHEMATICS SYSTEMS IN STUDENTS’ LEARNING OF "INFORMATIСS"

    Directory of Open Access Journals (Sweden)

    Taras P. Kobylnyk

    2014-04-01

    Full Text Available The article describes the general characteristics of the most popular computer mathematics systems such as commercial (Maple, Mathematica, Matlab and open source (Scilab, Maxima, GRAN, Sage, as well as the conditions of use of these systems as means of fundamentalization of the educational process of bachelor of informatics. It is considered the role of CMS in bachelor of informatics training. It is identified the approaches of CMS pedagogical use while learning information and physics and mathematics disciplines. There are presented some tasks, in which we must carefully use the «responses» have been received using CMS. It is identified the promising directions of development of computer mathematics systems in high-tech environment.

  16. The zone of proximal development in the learning of mathematics

    Directory of Open Access Journals (Sweden)

    Sibawu Siyepu

    2013-01-01

    Full Text Available South Africa has a huge shortage of skilled workers in various fields such as engineering, applied sciences, accountancy, architecture, medicine and law. Mathematics is a requirement for entry in these careers to enable learners to grasp the content of various subjects in these disciplines. Despite that, in South Africa, learners' performance in mathematics is shocking. This article highlights the high failure rate of mathematics in a South African context. It suggests possible causes of learners' poor performance based on the literature. The article brings a socio-cultural theory of learning focusing on the zone ofproximal development as a possible solution in the development of instructional practices. It makes recommendations on what should be done to tackle anticipated problems as suggested in the discussion.

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

    Science.gov (United States)

    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…

  18. Students’ Mathematical Creative Thinking through Problem Posing Learning

    Science.gov (United States)

    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

  19. 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 ...

  20. SIGNIFICANCE OF EARLY-AGE LEARNING OF MATHEMATICAL SKILLS

    Directory of Open Access Journals (Sweden)

    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.

  1. Learning by experience on the example of mathematic pendulum

    Science.gov (United States)

    Horváth, Peter

    2017-01-01

    The very suitable topic for independent student activities is the investigation of factors influencing an oscillation period of the mathematic pendulum. The article describes the experience from particular lessons. Students themselves were discovering new facts. They learned about the physics practice of acquiring new knowledge. The knowledge quality and retention was compared between the experimental classes and classes with a traditional instruction one year after the experiment.

  2. 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…

  3. 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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  6. 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…

  7. The development of mathematics courseware for learning line and angle

    Science.gov (United States)

    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.

  8. Peter Carey's Laptop

    Directory of Open Access Journals (Sweden)

    Rowan Wilken

    2014-03-01

    Full Text Available In 2001, the State Library of Victoria in Melbourne built on its holdings of Australian literary manuscripts by acquiring all the papers, drafts and other items associated with Peter Carey’s Booker Prize-winning novel, True History of the Kelly Gang. The centrepiece of this acquisition, and the focus of this article, is Carey’s Apple Mac Classic laptop computer. The argument that is developed in this article is that Carey’s laptop is a technological artefact that operates, especially at the time of its acquisition, as an important talisman in three interrelated senses. First, it was viewed by library staff as a key means of gaining access to the ‘true history’ of Carey’s own creative drive or creative unconscious. Second, its public display alongside other textual objects (mostly books served to reinforce a reconstructed corporate image that endeavoured to reposition the library as a vital contemporary cultural site and key player in Melbourne’s institutional gallery scene. Third, it was a crucial symbolic acquisition insofar as it spoke to certain desires within library management at that time, and which responded to similar moves at major libraries elsewhere around the world, to embrace collection digitisation as the path forward.

  9. 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.

  10. The Effects of Mathematical Modeling on Creative Production Ability and Self-Directed Learning Attitude

    Science.gov (United States)

    Kim, Sun Hee; Kim, Soojin

    2010-01-01

    What should we do to educate the mathematically gifted and how should we do it? In this research, to satisfy diverse mathematical and cognitive demands of the gifted who have excellent learning ability and task tenacity in mathematics, we sought to apply mathematical modeling. One of the objectives of the gifted education in Korea is cultivating…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  13. Developing a learning environment on realistic mathematics education for Indonesian student teachers

    NARCIS (Netherlands)

    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

  14. 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…

  15. The Relationship between The Level of Intelligence, Achievement Motivation, Mathematics Learning Habits and Learning Achievement

    Directory of Open Access Journals (Sweden)

    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

  16. Nobel euro isale / Peter Lõhmus

    Index Scriptorium Estoniae

    Lõhmus, Peter

    1999-01-01

    Eesti Panga asepresident Peter Lõhmus tutvustab oma õpetajat, New Yorgi Columbia Ülikooli professorit Robert Mundelli, kes sai tänavase Nobeli majanduspreemia. Eeskätt on Mundell tuntud kui nn. optimaalse valuutapiirkonna teooria rajaja

  17. Learning to observe mathematical learning in lesson studies

    DEFF Research Database (Denmark)

    Rasmussen, Klaus; Østergaard, Camilla Hellsten; Foss, Kristian Kildemoes

    2016-01-01

    This poster deals with lesson study (LS) in pre-service teacher education. In particular how to prepare for, carry out, and reflect upon, observations of pupil learning. Observation is of crucial importance to the lesson study process, and here we present a study of observation features which ena...... enable or hinder fruitful lesson study. While substantial research has been carried out in the general field of bserving pupils’ learning processes and teachers’ pedagogical practice, little is known about this in the particular setting of lesson study....

  18. Think3d!: Improving mathematics learning through embodied spatial training.

    Science.gov (United States)

    Burte, Heather; Gardony, Aaron L; Hutton, Allyson; Taylor, Holly A

    2017-01-01

    Spatial thinking skills positively relate to Science, Technology, Engineering, and Math (STEM) outcomes, but spatial training is largely absent in elementary school. Elementary school is a time when children develop foundational cognitive skills that will support STEM learning throughout their education. Spatial thinking should be considered a foundational cognitive skill. The present research examined the impact of an embodied spatial training program on elementary students' spatial and mathematical thinking. Students in rural elementary schools completed spatial and math assessments prior to and after participating in an origami and pop-up paper engineering-based program, called Think3d!. Think3d! uses embodied tasks, such as folding and cutting paper, to train two-dimensional to three-dimensional spatial thinking. Analyses explored spatial thinking gains, mathematics gains - specifically for problem types expected to show gains from spatial training - and factors predicting mathematics gains. Results showed spatial thinking gains in two assessments. Using a math categorization to target problems more and less likely to be impacted by spatial training, we found that all students improved on real-world math problems and older students improved on visual and spatial math problems. Further, the results are suggestive of developmental time points for implementing embodied spatial training related to applying spatial thinking to math. Finally, the spatial thinking assessment that was most highly related to training activities also predicted math performance gains. Future research should explore developmental issues related to how embodied spatial training might support STEM learning and outcomes.

  19. Adaptation of mathematical educational content in e-learning resources

    Directory of Open Access Journals (Sweden)

    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

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

    Science.gov (United States)

    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.

  1. 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…

  2. An Examination of Multiple Intelligence Domains and Learning Styles of Pre-Service Mathematics Teachers: Their Reflections on Mathematics Education

    Science.gov (United States)

    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…

  3. 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....

  4. Elementary school students’ mathematical intelligence based on mathematics learning using classical music of the baroque era as the backsound

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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.

  6. 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.

  7. 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.

  8. 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.

  9. Exploring Mathematics Achievement Goals Using Kolb’s Learning Style Model

    Directory of Open Access Journals (Sweden)

    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.

  10. Challenges in Teaching Mathematics: Perspectives From Students’ Learning Difficulties

    Directory of Open Access Journals (Sweden)

    Steve Chinn

    2016-04-01

    Full Text Available Alcock et al (2016, this issue have set out and discussed a potential research agenda for mathematical cognition. It is timely that research topics, along with knowledge uncovered to date, should be incorporated into a coordinated agenda for further research. This commentary focuses on the perspectives that learning difficulties, and dyscalculia, reveal. These perspectives potentially add much to that research agenda. [Commentary on: Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., . . . Weber, K. (2016. Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. doi:10.5964/jnc.v2i1.10

  11. 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...

  12. 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.

  13. Mathematics and metacognition in adolescents and adults with learning disabilities

    Directory of Open Access Journals (Sweden)

    Annemie Desoete

    2009-10-01

    Full Text Available A majority of studies on learning disabilities have focused on elementary grades. Although problems with learning disabilities are life-affecting only a few studies focus on deficits in adults. In this study adults with isolated mathematical disabilities (n=101 and adults with combined mathematical and reading disabilities (n=130 solved tests on procedural calculation and number knowledge, numerical facility and visuospatial skills. Metacognitive skilfulness was assessed through calibration measures, a questionnaire, stimulated recall, and thematic analyses after a qualitative interactive interview with a flexible agenda to discover the interviewee’s own framework of meanings and to avoid imposing the researcher’s structures and assumptions. In our dataset the isolated group (MD did worse than the comorbid group (M+RD on mental representation, dealing with contextual information and number knowledge. However the comorbid group did worse on the number sense tasks. No significant differences were found between the MD and M+RD adults for fact retrieval, procedural calculation and visuo spatial tasks. In addition adults with MD overestimated their mathematics results, whereas individuals with M+RD underestimated their results in the calibration task. Moreover, adults with M+RD thought that they were worse on the evaluation of the own results, the evaluation of the own capacities and on monitoring when things went wrong compared with adults in the M+RD group. Thematic analyses revealed that many adults had problems with planning and keeping track of steps and that supporting surroundings were important protective factors towards the chances of success. Consequences for the assessment of metacognition in adults and for the support of adults with mathematical disabilities are discussed.

  14. 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...

  15. Influence of the Constructivist Learning Approach on Students' Levels of Learning Trigonometry and on Their Attitudes towards Mathematics

    OpenAIRE

    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...

  16. A Reflective Journey through Theory and Research in Mathematical Learning and Development

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  18. 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…

  19. Examining Teaching Based on Errors in Mathematics Amongst Pupils with Learning Disabilities

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  2. Teaching and Learning of Knot Theory in School Mathematics

    CERN Document Server

    Kawauchi, Akio

    2012-01-01

    This book is the result of a joint venture between Professor Akio Kawauchi, Osaka City University, well-known for his research in knot theory, and the Osaka study group of mathematics education, founded by Professor Hirokazu Okamori and now chaired by his successor Professor Tomoko Yanagimoto, Osaka Kyoiku University. The seven chapters address the teaching and learning of knot theory from several perspectives. Readers will find an extremely clear and concise introduction to the fundamentals of knot theory, an overview of curricular developments in Japan, and in particular a series of teaching

  3. 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...

  4. Visual technology for the autonomous learning of mathematics

    Directory of Open Access Journals (Sweden)

    Helmut Linneweber‐Lammerskitten

    2010-09-01

    Full Text Available This paper describes a collaborative research and development project between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa. The project seeks to establish, disseminate and research the efficacy and use of short video clips designed specifically for the autonomous learning of mathematics. Specific to the South African context is our interest in capitalising on the ubiquity of cellphone technology and the autonomous affordances offered by mobile learning. This paper engages with a number of theoretical and pedagogical issues relating to the design, production and use of these video clips. Although the focus is specific to the contexts of South Africa and Switzerland, the discussion is of broad applicability.

  5. Teachers’ interactions and mathematics learning within a virtual environment

    Directory of Open Access Journals (Sweden)

    Aline Terra Salles

    2012-09-01

    Full Text Available The use of information and communication technology brings new ways of enrolment and motivation of individuals. These technologies have been an important vehicle for sharing information and constitute various communities. For this reason, it is necessary analysis of learning in virtual environments. The aim of this article focuses on the analysis of teachers interactions in the environment Virtual Math Team (VMT-Chat in addressing one problem of taxicab geometry. We study learning through different forms of participation of individuals within the environment. The results shows that the identification of different types of interlocution (evaluative, interpretative, informative and negociative allows the teacher the creation of strategies to contribute with the continuity of the debate and to promote the development of mathematical ideas emerged from interlocutions. The analysis also illustrates how teachers interacted online with the use of combinatorial analysis on the metric in taxicab geometry.

  6. Communitarian education and mathematics learning: A way of value diversity

    Directory of Open Access Journals (Sweden)

    Adamuz-Povedano Natividad

    2016-01-01

    Full Text Available In our society there is high diversity so we need educational methodologies that promote equal opportunities for personal success inside the difference. It is necessary to explore the role of non-formal educational practices in multicultural contexts and to implement a model of communitarian education that allows the practices of other cultures to become valued by and visible to the broader society. Nowadays there are not doubts about the importance of the developing of number sense in the early mathematics learning, however, the entrance to the scholar arithmetic is, in most cases, through the teaching of the four rules using the traditional algorithms. Here we show how to use open calculations based on numbers (ABN as an inclusive methodological alternative, based on the meaningful learning of the decimal system, the operations and their properties. We think the method fits very well with people from other ethnics as Romanian people.

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

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

  9. Mathematical Representation Ability by Using Project Based Learning on the Topic of Statistics

    Science.gov (United States)

    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.

  10. Memory and cognitive control circuits in mathematical cognition and learning.

    Science.gov (United States)

    Menon, V

    2016-01-01

    Numerical cognition relies on interactions within and between multiple functional brain systems, including those subserving quantity processing, working memory, declarative memory, and cognitive control. This chapter describes recent advances in our understanding of memory and control circuits in mathematical cognition and learning. The working memory system involves multiple parietal-frontal circuits which create short-term representations that allow manipulation of discrete quantities over several seconds. In contrast, hippocampal-frontal circuits underlying the declarative memory system play an important role in formation of associative memories and binding of new and old information, leading to the formation of long-term memories that allow generalization beyond individual problem attributes. The flow of information across these systems is regulated by flexible cognitive control systems which facilitate the integration and manipulation of quantity and mnemonic information. The implications of recent research for formulating a more comprehensive systems neuroscience view of the neural basis of mathematical learning and knowledge acquisition in both children and adults are discussed. © 2016 Elsevier B.V. All rights reserved.

  11. Memory and cognitive control circuits in mathematical cognition and learning

    Science.gov (United States)

    Menon, V.

    2018-01-01

    Numerical cognition relies on interactions within and between multiple functional brain systems, including those subserving quantity processing, working memory, declarative memory, and cognitive control. This chapter describes recent advances in our understanding of memory and control circuits in mathematical cognition and learning. The working memory system involves multiple parietal–frontal circuits which create short-term representations that allow manipulation of discrete quantities over several seconds. In contrast, hippocampal–frontal circuits underlying the declarative memory system play an important role in formation of associative memories and binding of new and old information, leading to the formation of long-term memories that allow generalization beyond individual problem attributes. The flow of information across these systems is regulated by flexible cognitive control systems which facilitate the integration and manipulation of quantity and mnemonic information. The implications of recent research for formulating a more comprehensive systems neuroscience view of the neural basis of mathematical learning and knowledge acquisition in both children and adults are discussed. PMID:27339012

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

    Science.gov (United States)

    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…

  13. A study of students' learning styles and mathematics anxiety amongst form four students in Kerian Perak

    Science.gov (United States)

    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.

  14. 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.

  15. Digital game based learning: A new method in teaching and learning mathematics

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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,…

  18. Learning to Teach Mathematics Specialists in a Synchronous Online Course: A Self-Study

    Science.gov (United States)

    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…

  19. How Mathematics Teachers Develop Their Pupils' Self-Regulated Learning Skills

    Science.gov (United States)

    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…

  20. What Is the Problem in Problem-Based Learning in Higher Education Mathematics

    Science.gov (United States)

    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…

  1. Project-Based Learning and Design-Focused Projects to Motivate Secondary Mathematics Students

    Science.gov (United States)

    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…

  2. Open access web technology for mathematics learning in higher education

    Directory of Open Access Journals (Sweden)

    Mari Carmen González-Videgaray

    2016-05-01

    Full Text Available Problems with mathematics learning, “math anxiety” or “statistics anxiety” among university students can be avoided by using teaching strategies and technological tools. Besides personal suffering, low achievement in mathematics reduces terminal efficiency and decreases enrollment in careers related to science, technology and mathematics. This paper has two main goals: 1 to offer an organized inventory of open access web resources for math learning in higher education, and 2 to explore to what extent these resources are currently known and used by students and teachers. The first goal was accomplished by running a search in Google and then classifying resources. For the second, we conducted a survey among a sample of students (n=487 and teachers (n=60 from mathematics and engineering within the largest public university in Mexico. We categorized 15 high-quality web resources. Most of them are interactive simulations and computer algebra systems. ResumenLos problemas en el aprendizaje de las matemáticas, como “ansiedad matemática” y “ansiedad estadística” pueden evitarse si se usan estrategias de enseñanza y herramientas tecnológicas. Además de un sufrimiento personal, el bajo rendimiento en matemáticas reduce la eficiencia terminal y decrementa la matrícula en carreras relacionadas con ciencia, tecnología y matemáticas. Este artículo tiene dos objetivos: 1 ofrecer un inventario organizado de recursos web de acceso abierto para aprender matemáticas en la universidad, y 2 explorar en qué medida estos recursos se usan actualmente entre alumnos y profesores. El primer objetivo se logró con un perfil de búsqueda en Google y una clasificación. Para el segundo, se condujo una encuesta en una muestra de estudiantes (n=487 y maestros (n=60 de matemáticas e ingeniería de la universidad más grande de México. Categorizamos 15 recursos web de alta calidad. La mayoría son simulaciones interactivas y

  3. 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...

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

    Science.gov (United States)

    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…

  5. Framing discourse for optimal learning in science and mathematics

    Science.gov (United States)

    Megowan, Mary Colleen

    2007-12-01

    This study explored the collaborative thinking and learning that occurred in physics and mathematics classes where teachers practiced Modeling Instruction. Four different classes were videotaped---a middle school mathematics resource class, a 9th grade physical science class, a high school honors physics class and a community college engineering physics course. Videotapes and transcripts were analyzed to discover connections between the conceptual structures and spatial representations that shaped students' conversations about space and time. Along the way, it became apparent that students' and teachers' cultural models of schooling were a significant influence, sometimes positive and sometimes negative, in students' engagement and metaphor selection. A growing number of researchers are exploring the importance of semiotics in physics and mathematics, but typically their unit of analysis is the individual student. To examine the distributed cognition that occurred in this unique learning setting, not just among students but also in connection with their tools, artifacts and representations, I extended the unit of analysis for my research to include small groups and their collaborative work with whiteboarded representations of contextual problems and laboratory exercises. My data revealed a number of interesting insights. Students who constructed spatial representations and used them to assist their reasoning, were more apt to demonstrate a coherent grasp of the elements, operations, relations and rules that govern the model under investigation than those who relied on propositional algebraic representations of the model. In classrooms where teachers permitted and encouraged students to take and hold the floor during whole-group discussions, students learned to probe one another more deeply and conceptually. Shared representations (whether spatial or propositional/algebraic), such as those that naturally occurred when students worked together in small groups to

  6. 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.

  7. Analysis of students’ self-determination in learning mathematics

    Science.gov (United States)

    Wilujeng, H.

    2018-01-01

    Self-determination (SDT) is the ability in identifying and achieving the purpose based on knowledge and the assessment of the individual against himself. Three aspects in the SDT includes autonomy, competence and relationships become an important part for students to be able to understand the capabilities of themselves, having a positive competitiveness to other students and can interact well between friends. Therefore, teachers need to know the ability of students SDT after making the learning process. This research was conducted to improve the process of learning mathematics by knowing the ability of students SDT. The researcher gave the question form to 38 students and analyzed the ability of SDT. The Results of the study showed that the student SDT ability is still poor. Students were lack of confidence to solve math problems. In addition, the competitiveness of students was low that have made them looked lazy. This can be resolved by making learning more interesting for students so that it can increase the student SDT ability.

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

    Science.gov (United States)

    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…

  9. Apps for Mathematics Learning: A Review of "Educational" Apps from the iTunes App Store

    Science.gov (United States)

    Highfield, Kate; Goodwin, Kristy

    2013-01-01

    Increasingly iPads™ are being used in schools and prior-to-school settings, with a plethora of Apps available for mathematics learning. Despite the growing number of Apps available in the iTunes App Store, there has been limited systematic analysis of the pedagogic design of Apps designed for mathematics learning. This paper describes a content…

  10. Impact of Chess Training on Mathematics Performance and Concentration Ability of Children with Learning Disabilities

    Science.gov (United States)

    Scholz, Markus; Niesch, Harald; Steffen, Olaf; Ernst, Baerbel; Loeffler, Markus; Witruk, Evelin; Schwarz, Hans

    2008-01-01

    The aim of this study is to evaluate the benefit of chess in mathematics lessons for children with learning disabilities based on lower intelligence (IQ 70-85). School classes of four German schools for children with learning disabilities were randomly assigned to receive one hour of chess lesson instead of one hour of regular mathematics lessons…

  11. Equitable Mathematics Teaching and Learning in Practice: Exploring Students' Negotiations of Identity and Power

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  13. Student Talk and Opportunities for Mathematical Learning in Small Group Interactions

    Science.gov (United States)

    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…

  14. 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

  15. CASCADE-IMEI: Web site support for student teachers learning Realistic Mathematics Education (RME) in Indonesia

    NARCIS (Netherlands)

    Zulkardi, Z.; Nieveen, N.M.

    2001-01-01

    CASCADE-IMEI is a learning environment in the form of a face-to-face course and a web site (www.cascadeimei.com) which aims to support student teachers in Indonesia to learn Realistic Mathematics Education (RME). RME is an instructional theory in mathematics education that was originally developed

  16. 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…

  17. 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…

  18. Secondary Students Learning Mathematics through Digital Game Building: A Study of the Effects and Students' Perceptions

    Science.gov (United States)

    Li, Qing; Vandermeiden, Elise; Lemieux, Collette; Nathoo, Shahista

    2016-01-01

    This study explored secondary students' learning experiences in mathematics through digital game building. In this study, students were asked to become designers and builders in order to coauthor their own mathematics learning. Grounded in enactivism, this study examined the impact of game building on students' achievement. In addition, it…

  19. 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.

  20. Teachers' Awareness of the Semio-Cognitive Dimension of Learning Mathematics

    Science.gov (United States)

    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…

  1. Virtual Manipulatives: Tools for Teaching Mathematics to Students with Learning Disabilities

    Science.gov (United States)

    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)…

  2. Peter H. Schlechtriem / Ingeborg Schwenzer

    Index Scriptorium Estoniae

    Schwenzer, Ingeborg

    2007-01-01

    Järelehüüe Saksa tsiviilõiguse arendajale, mitmete Euroopa ja Ameerika Ühendriikide ülikoolide külalisõppejõule, Tartu Ülikooli audoktorile, professor Peter H. Schlechtriemile (02. 03. 1933-23. 04. 2007)

  3. Richard Peters and Valuing Authenticity

    Science.gov (United States)

    Degenhardt, M. A. B.

    2009-01-01

    Richard Peters has been praised for the authenticity of his philosophy, and inquiry into aspects of the development of his philosophy reveals a profound authenticity. Yet authenticity is something he seems not to favour. The apparent paradox is resolved by observing historical changes in the understanding of authenticity as an important value.…

  4. What Would Peter Drucker Say?

    Science.gov (United States)

    Sundre, Steven M.; Raisch, C. Daniel

    2002-01-01

    Applies observations and advice by management guru Peter F. Drucker to the role of school system leaders. Topics include the customer as king, the continually changing definition of success, effective time management, the ethical dimension of decision making, and performance-based leadership (MLF)

  5. 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...

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

    OpenAIRE

    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...

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

    Science.gov (United States)

    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'…

  8. Peter Fisk kutsub innovatiivsusele / Kuldar Kullasepp

    Index Scriptorium Estoniae

    Kullasepp, Kuldar, 1980-

    2007-01-01

    Turunduskonverentsil Password esinenud Suurbritannia turunduskonsultandi Peter Fiski ettekandest. Lisa: Peter Fiski näited suurepärastest äridest. Aasta Turunduskonkursi korraldaja Hando Sinisalu kommentaarid konkursile: Tulemuslikkus ennekõike. Lisa: Turundustegu

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

    Science.gov (United States)

    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…

  10. Can Executive Functions Help to Understand Children with Mathematical Learning Disorders and to Improve Instruction?

    Science.gov (United States)

    Desoete, Annemie; De Weerdt, Frauke

    2013-01-01

    Working memory, inhibition and naming speed was assessed in 22 children with mathematical learning disorders (MD), 17 children with a reading learning disorder (RD), and 45 children without any learning problems between 8 and 12 years old. All subjects with learning disorders performed poorly on working memory tasks, providing evidence that they…

  11. Analysis of Self-Directed Learning upon Student of Mathematics Education Study Program

    Science.gov (United States)

    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…

  12. Effect of chronotype and student learning time on mathematical ability based on self-regulated learning

    Science.gov (United States)

    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.

  13. 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. 

  14. Contextual approach using VBA learning media to improve students’ mathematical displacement and disposition ability

    Science.gov (United States)

    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

  15. 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.

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

    Science.gov (United States)

    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.

  17. 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...

  18. R. S. Peters and the Periphery

    Science.gov (United States)

    Haynes, Bruce

    2013-01-01

    Paul Hirst claimed that Richard Peters "revolutionised philosophy of education". This does not accord with my experience in the Antipodean periphery. My experience of the work of Wittgenstein, Austin and Kovesi before reading Peters and Dewey, Kuhn and Toulmin subsequently meant that Peters was a major but not revolutionary figure in my…

  19. Toeplitz quantization and asymptotic expansions : Peter Weyl decomposition

    Czech Academy of Sciences Publication Activity Database

    Engliš, Miroslav; Upmeier, H.

    2010-01-01

    Roč. 68, č. 3 (2010), s. 427-449 ISSN 0378-620X R&D Projects: GA ČR GA201/09/0473 Institutional research plan: CEZ:AV0Z10190503 Keywords : bounded symmetric domain * real symmetric domain * star product * Toeplitz operator * Peter-Weyl decomposition Subject RIV: BA - General Mathematics Impact factor: 0.521, year: 2010 http://link.springer.com/article/10.1007%2Fs00020-010-1808-5

  20. A Descriptive Study Examining the Impact of Digital Writing Environments on Communication and Mathematical Reasoning for Students with Learning Disabilities

    Science.gov (United States)

    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…

  1. Didactic trajectory of research in mathematics education using research-based learning

    Science.gov (United States)

    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.

  2. E-learning support for Economic-mathematical methods

    Directory of Open Access Journals (Sweden)

    Pavel Kolman

    2009-01-01

    Full Text Available Article is describing process of creating and using of e-learning program for graphical solution of li­near programming problems that is used in the Economic mathematical methods course on Faculty of Business and Economics, MZLU. The program was created within FRVŠ 788/2008 grant and is intended for practicing of graphical solution of LP problems and allows better understanding of the li­near programming problems. In the article is on one hand described the way, how does the program work, it means how were the algorithms implemented, and on the other hand there is described way of use of that program. The program is constructed for working with integer and rational numbers. At the end of the article are shown basic statistics of programs use of students in the present form and the part-time form of study. It is mainly the number of programs downloads and comparison to another programs and students opinion on the e-learning support.

  3. FOREWORD: Peter Clay Eklund: a scientific biography Peter Clay Eklund: a scientific biography

    Science.gov (United States)

    Cole, Milton W.; Crespi, Vincent H.; Dresselhaus, Gene F.; Dresselhaus, Mildred S.; Mahan, Gerald D.; Sofo, Jorge O.

    2010-08-01

    blamed the student, because he believed it is part of training to allow students to make mistakes. I once designed a mask adapter to connect our existing three-inch photomasks to Srinivas's four-inch mask aligner. The design looked beautiful and the machine shop did a perfect job to machine and polish the piece. Unfortunately, I made a stupid mistake. The central opening was slightly larger than the square vacuum groves behind the mask holder and as a result, it leaked! I was very disappointed in myself, as I not only wasted grant money but also delayed our experiment. Peter patted my shoulder, picked up a sharpie and wrote on the mask adapter, 'even great people make mistakes, but they learn.' So we machined another one, and it worked well. This failure piece still stands on my bookshelf. I keep it as a motto: it warns me not to make any mistakes like that, but more importantly it encourages me to be a supervisor like Peter.' Joe Brill (University of Kentucky, USA): 'Peter's occasional impetuousness and his love of physics are illustrated by the following anecdote. In December, 1979, I had just joined the faculty at the University of Kentucky, excited about the prospect of collaborating with Peter, who had arrived two years before. I was, therefore, dumbfounded when Peter abruptly announced his resignation to join IBM to do research on printer ink. After less than two days at IBM, however, he sheepishly asked to come back to the UK, explaining that he couldn't enjoy doing research that didn't involve 'h-bar'. His UK colleagues, who had not even had the chance to raid his lab, of course agreed with great amusement and relief. His joy and enthusiasm for physics remained contagious and unforgettable.' Milton Cole (Penn State University, USA): 'Somehow my very last conversation with Peter, two days before his death, typified the hundreds of conversations we had about science, or even philosophy. His first words after greeting me consisted of a hypothetical explanation of

  4. Mathematics, Language, and Learning: A Longitudinal Study of Elementary Teachers and Their Mathematics Teaching Practices

    OpenAIRE

    Yeh, Cathery

    2016-01-01

    Elementary school mathematics has gained increased attention in the last few decades. A growing field of research has studied the programmatic design and development of elementary mathematics teaching in teacher education, however, few studies have examined longitudinally the mathematics teaching of novice elementary teachers. Existing longitudinal studies on elementary mathematics teaching have generally focused on the effects of teacher preparation on their beginning practices and have exam...

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

    Directory of Open Access Journals (Sweden)

    Abdul Qohar

    2013-01-01

    Full Text Available This paper presents the findings from a posttest experiment control group design  by  using reciprocal teaching, conducted  in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning.  Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java.  The instruments of the study were an essay mathematical communication test, and a self regulated learning scale. The study found that reciprocal teaching took the best role among school  cluster  and students’ prior mathematics ability on students’ mathematical communication ability and self regulated learning as well.  The other finding were there was interaction between school cluster and teaching approaches, but was no interaction between students’ prior mathematics ability and teaching approaches on mathematical communication ability and  self regulated learning. Moreover, there was association between mathematical communication and self regulated learningKeywords: Reciprocal Teaching, Mathematical Communication, Self Regulated Learning DOI: http://dx.doi.org/10.22342/jme.4.1.562.59-74

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

    Science.gov (United States)

    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.

  7. The Effectiveness of Guided Discovery Learning to Teach Integral Calculus for the Mathematics Students of Mathematics Education Widya Dharma University

    OpenAIRE

    Yuliana, Yuliana; Tasari, Tasari; Wijayanti, Septiana

    2017-01-01

    The objectives of this research are (1) to develop Guided Discovery Learning in integral calculus subject; (2) to identify the effectiveness of Guided Discovery Learning in improving the students' understanding toward integral calculus subject. This research was quasy experimental research with the students of even semester in Mathematics Education Widya Dharma University as the sample. Cluster Random sampling was conducted to determine control group that was taught using Conventional model a...

  8. 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.

  9. Peter Severin Fønss

    DEFF Research Database (Denmark)

    Jensen, Mette Frisk

    2016-01-01

    I begyndelsen af 1800-tallet var Danmark præget af krigstilstanden under Englandskrigene i 1801 og 1807-1814, statsbankerotten i januar 1813 og en voldsom økonomisk krise, der satte ind under krigen og fortsatte frem til slutningen af 1820’erne. Fra 1818 blev landets vigtigste erhverv, landbruget...... korruption. Amtmanden i Randers Amt fra 1805 til 1820, Peter Severin Fønss, var en af dem....

  10. Opportunity to learn first year mathematics in teacher training ...

    African Journals Online (AJOL)

    African Journal of Educational Studies in Mathematics and Sciences ... topics in the first year teacher training mathematics syllabus were not taught by the end ... that the teacher training college tutors make efforts to complete the PS1 syllabus.

  11. Errors of Students Learning With React Strategy in Solving the Problems of Mathematical Representation Ability

    Directory of Open Access Journals (Sweden)

    Delsika Pramata Sari

    2017-06-01

    Full Text Available The purpose of this study was to investigate the errors experienced by students learning with REACT strategy and traditional learning in solving problems of mathematical representation ability. This study used quasi experimental pattern with static-group comparison design. The subjects of this study were 47 eighth grade students of junior high school in Bandung consisting of two samples. The instrument used was a test to measure students' mathematical representation ability. The reliability coefficient about the mathematical representation ability was 0.56. The most prominent errors of mathematical representation ability of students learning with REACT strategy and traditional learning, was on indicator that solving problem involving arithmetic symbols (symbolic representation. In addition, errors were also experienced by many students with traditional learning on the indicator of making the image of a real world situation to clarify the problem and facilitate its completion (visual representation.

  12. Reflective Awareness in Mathematics Teachers' Learning and Teaching

    Science.gov (United States)

    Chapman, Olive

    2015-01-01

    The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness…

  13. Towards Understanding the Origins of Children's Difficulties in Mathematics Learning

    Science.gov (United States)

    Mulligan, Joanne

    2011-01-01

    Contemporary research from a psychology of mathematics education perspective has turned increasing attention to the structural development of mathematics as an explanation for the wide differences in mathematical competence shown upon school entry and in the early school years. Patterning, multiplicative reasoning and spatial structuring are three…

  14. Emotion, Identity and Teacher Learning: Becoming a Primary Mathematics Teacher

    Science.gov (United States)

    Hodgen, Jeremy; Askew, Mike

    2007-01-01

    Teacher change in mathematics education is recognised to be a difficult and at times painful process. This is particularly so in countries such as England where primary mathematics is taught by non-specialist teachers, who have often had negative experiences of their own school mathematics. In this paper we explore primary teachers' emotional…

  15. The Development of the Assessment for Learning Model of Mathematics for Rajamangala University of Technology Rattanakosin

    Directory of Open Access Journals (Sweden)

    Wannaree Pansiri

    2016-12-01

    Full Text Available The objectives of this research were 1 to develop the assessment for learning model of Mathematics for Rajamangala University 2 to study the effectivness of assessment for learning model of Mathematics for Rajamagala University of Technology Rattanakosin. The research target group consisted of 72 students from 3 classes and 3 General Mathematics teachers. The data was gathered from observation, worksheets, achievement test and skill of assessment for learning, questionnaire of the assessment for learning model of Mathematics. The statistics that used in this research were Frequency, Percentage, Mean, Standard Deviation, and Growth Score. The results of this research were 1. The assessment of learning model of Mathematics for Rajamangala University of Technology Rattanakosin consisted of 3 components ; 1. Pre-assessment which consisted of 4 activities ; a Preparation b Teacher development c Design and creation the assessment plan and instrument for assessment and d Creation of the learning experience plan 2. The component for assessment process consisted of 4 steps which were a Identifying the learning objectives and criteria b Identifying the learning experience plan and assessment follow the plan c Learning reflection and giving feedback and d Learner development based on information and improve instruction and 3. Giving feedback component. 2. The effective of assessment for learning model found that most students had good score in concentration, honest, responsibilities, group work, task presentation, worksheets, and doing exercises. The development knowledge of learning and knowledge and skill of assessment for learning of lecturers were fairly good. The opinion to the assessment for learning of learners and assessment for learning model of Mathematics of teachers found that was in a good level.

  16. Cognitive Developmental Level Gender, and the Development of Learned Helplessness on Mathematical Calculation and Reasoning Tasks.

    Science.gov (United States)

    Monaco, Nanci M.; Gentile, J. Ronald

    1987-01-01

    This study was designed to test whether a learned helplessness treatment would decrease performance on mathematical tasks and to extend learned helplessness findings to include the cognitive development dimension. Results showed no differential advantages to either sex in resisting effects of learned helplessness or in benefiting from strategy…

  17. Effects of Computer-Based Visual Representation on Mathematics Learning and Cognitive Load

    Science.gov (United States)

    Yung, Hsin I.; Paas, Fred

    2015-01-01

    Visual representation has been recognized as a powerful learning tool in many learning domains. Based on the assumption that visual representations can support deeper understanding, we examined the effects of visual representations on learning performance and cognitive load in the domain of mathematics. An experimental condition with visual…

  18. Power and Identity in Immigrant Parents' Involvement in Early Years Mathematics Learning

    Science.gov (United States)

    Takeuchi, Miwa Aoki

    2018-01-01

    This study examined immigrant parents' involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and…

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

    Science.gov (United States)

    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.

  20. Peter Becker and his Nazi past

    DEFF Research Database (Denmark)

    Zeidman, Lawrence A; Kondziella, Daniel

    2014-01-01

    Peter Becker was a German neurologist who helped classify the muscular dystrophies, and described Becker muscular dystrophy and Becker myotonia. His involvement in National Socialism began in 1933, when he was compelled by his peers to join the SA (brown shirts). He later joined the Nazi party......, the Nazi Doctors Association, and the Nazi Lecturers' Association. He renewed his SA membership to maintain his position at a genetics institute. Colleagues stated postwar that he was not an active Nazi, and he was de-Nazified in 1947, able to continue his career. Later, Becker admitted to most......, but not all, of his Nazi memberships in his autobiography, and wrote 2 books exploring the origins of Nazism and racial hygiene. The "neurologic court of opinion" must weigh in on how we should best remember Becker, and at the very least, we as neurologists must learn the dangers of career opportunism at any...

  1. Blended Learning, E-Learning and Mobile Learning in Mathematics Education

    Science.gov (United States)

    Borba, Marcelo C.; Askar, Petek; Engelbrecht, Johann; Gadanidis, George; Llinares, Salvador; Aguilar, Mario Sánchez

    2016-01-01

    In this literature survey we focus on identifying recent advances in research on digital technology in the field of mathematics education. To conduct the survey we have used internet search engines with keywords related to mathematics education and digital technology and have reviewed some of the main international journals, including the ones in…

  2. Re-Envisaging the Teaching of Mathematics: One Student Teacher's Experience Learning to Teach Primary Mathematics in a Manner Congruent with the New Zealand Curriculum

    Science.gov (United States)

    Bailey, Judy

    2013-01-01

    Teacher education can provide opportunities for contributing towards a re-envisaging of the teaching and learning of mathematics in the primary classroom. This study documents the experiences of one student teacher who, during her mathematics education courses, embraced a perception of mathematics as a social, creative and experiential discipline.…

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

    Science.gov (United States)

    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)

  4. 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…

  5. Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics

    Science.gov (United States)

    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.

  6. Computer-Assisted Mathematics Instruction for Students with Specific Learning Disability: A Review of the Literature

    Science.gov (United States)

    Stultz, Sherry L.

    2017-01-01

    This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific…

  7. Examining Student Opinions on Computer Use Based on the Learning Styles in Mathematics Education

    Science.gov (United States)

    Ozgen, Kemal; Bindak, Recep

    2012-01-01

    The purpose of this study is to identify the opinions of high school students, who have different learning styles, related to computer use in mathematics education. High school students' opinions on computer use in mathematics education were collected with both qualitative and quantitative approaches in the study conducted with a survey model. For…

  8. Effects of Attitudes and Behaviours on Learning Mathematics with Computer Tools

    Science.gov (United States)

    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…

  9. Developing Student-Centered Learning Model to Improve High Order Mathematical Thinking Ability

    Science.gov (United States)

    Saragih, Sahat; Napitupulu, Elvis

    2015-01-01

    The purpose of this research was to develop student-centered learning model aiming to improve high order mathematical thinking ability of junior high school students of based on curriculum 2013 in North Sumatera, Indonesia. The special purpose of this research was to analyze and to formulate the purpose of mathematics lesson in high order…

  10. Learning Mathematics by Designing, Programming, and Investigating with Interactive, Dynamic Computer-Based Objects

    Science.gov (United States)

    Marshall, Neil; Buteau, Chantal

    2014-01-01

    As part of their undergraduate mathematics curriculum, students at Brock University learn to create and use computer-based tools with dynamic, visual interfaces, called Exploratory Objects, developed for the purpose of conducting pure or applied mathematical investigations. A student's Development Process Model of creating and using an Exploratory…

  11. Creativity in Unique Problem-Solving in Mathematics and Its Influence on Motivation for Learning

    Science.gov (United States)

    Bishara, Saied

    2016-01-01

    This research study investigates the ability of students to tackle the solving of unique mathematical problems in the domain of numerical series, verbal and formal, and its influence on the motivation of junior high students with learning disabilities in the Arab sector. Two instruments were used to collect the data: mathematical series were…

  12. Modeling Achievement in Mathematics: The Role of Learner and Learning Environment Characteristics

    Science.gov (United States)

    Nasser-Abu Alhija, Fadia; Amasha, Marcel

    2012-01-01

    This study examined a structural model of mathematics achievement among Druze 8th graders in Israel. The model integrates 2 psychosocial theories: goal theory and social learning theory. Variables in the model included gender, father's and mother's education, classroom mastery and performance goal orientation, mathematics self-efficacy and…

  13. Effects of Teaching Strategies on Student Motivation to Learn in High School Mathematics Classes

    Science.gov (United States)

    Toles, Ann

    2010-01-01

    To succeed in an increasing technological and global society, students need to develop strong mathematical and problem-solving skills. This qualitative grounded theory study examined student perceptions of the ways in which teaching strategies in high school mathematics classes affect student motivation to learn the subject. Study participants…

  14. Classroom Learning Environment and Motivation towards Mathematics among Secondary School Students in Uganda

    Science.gov (United States)

    Opolot-Okurut, Charles

    2010-01-01

    This article reports a study of secondary students' perceptions of mathematics classroom learning environment and their associations with their motivation towards mathematics. A sample of 81 students (19 male and 62 female) in two schools were used. Student perceptions of the classroom environment were assessed using a modified What Is Happening…

  15. Racialized Narratives of Female Students of Color: Learning Mathematics in a Neoliberal Context

    Science.gov (United States)

    Nazemi, Mahtab

    2017-01-01

    There is a growing body of scholarship in mathematics education that has attended to the salience of race in mathematics teaching and learning. However, in the context of secondary classrooms with equity-oriented instruction, we know little about race and processes of racialization, and even less from the perspectives of students of color and in…

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

    Science.gov (United States)

    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.

  17. Introduction to the papers of TWG16: Learning Mathematics with Technology and Other Resources

    NARCIS (Netherlands)

    Drijvers, P.H.M.; Faggiano, Eleonora; Geraniou, Eirini; Weigand, Hans-Georg

    2017-01-01

    The use of technology and other resources for mathematical learning is a current issue in the field of mathematics education and lags behind the rapid advances in Information and Communication Technology. Technological developments offer opportunities, which are not straightforward to exploit in

  18. A Case Study of Effective Practice in Mathematics Teaching and Learning Informed by Valsiner's Zone Theory

    Science.gov (United States)

    Geiger, Vince; Anderson, Judy; Hurrell, Derek

    2017-01-01

    The characteristics that typify an effective teacher of mathematics and the environments that support effective teaching practices have been a long-term focus of educational research. In this article we report on an aspect of a larger study that investigated "best practice" in mathematics teaching and learning across all Australian…

  19. Reflective Learning and Prospective Teachers' Conceptual Understanding, Critical Thinking, Problem Solving, and Mathematical Communication Skills

    Science.gov (United States)

    Junsay, Merle L.

    2016-01-01

    This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…

  20. Students' Perceptions of the Learning Environment and Attitudes in Game-Based Mathematics Classrooms

    Science.gov (United States)

    Afari, Ernest; Aldridge, Jill M.; Fraser, Barry J.; Khine, Myint Swe

    2013-01-01

    We investigated whether the introduction of games into college-level mathematics classes in the United Arab Emirates (UAE) was effective in terms of improving students' perceptions of the learning environment and their attitudes towards of mathematics. A pre-post design involved the administration of English and Arabic versions of two surveys (one…

  1. Investigating Students' Perceptions of Graduate Learning Outcomes in Mathematics

    Science.gov (United States)

    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…

  2. Urban and Rural High School Students' Perspectives of Productive Peer Culture for Mathematics Learning

    Science.gov (United States)

    Grant, Melva R.

    2014-01-01

    The purpose of this study was to determine students' perspectives about productive peer culture (PPC) in general and for mathematics learning. The urban and rural high school students in this study have participated for at least one year in either an Algebra Project Cohort Model (APCM) for daily mathematics instruction and/or worked as mathematics…

  3. Profiling Student Use of Calculators in the Learning of High School Mathematics

    Science.gov (United States)

    Crowe, Cheryll E.; Ma, Xin

    2010-01-01

    Using data from the 2005 National Assessment of Educational Progress, students' use of calculators in the learning of high school mathematics was profiled based on their family background, curriculum background, and advanced mathematics coursework. A statistical method new to educational research--classification and regression trees--was applied…

  4. Mathematical E-Learning: State of the Art and Experiences at the Open University of Catalonia

    Science.gov (United States)

    Juan, A.; Huertas, A.; Steegmann, C.; Corcoles, C.; Serrat, C.

    2008-01-01

    In this article we present a review of the state of the art in mathematical e-learning and some personal experiences on this area developed during the last eleven years at the Open University of Catalonia (UOC), a completely online university located in Spain. The article discusses important aspects related to online mathematics courses offered in…

  5. Efficacy of the Cooperative Learning Method on Mathematics Achievement and Attitude: A Meta-Analysis Research

    Science.gov (United States)

    Capar, Gulfer; Tarim, Kamuran

    2015-01-01

    This research compiles experimental studies from 1988 to 2010 that examined the influence of the cooperative learning method, as compared with that of traditional methods, on mathematics achievement and on attitudes towards mathematics. The related field was searched using the following key words in Turkish "matematik ve isbirlikli ögrenme,…

  6. Adults Learning Mathematics: What We Should Know about Betting and Bookkeeping?

    Science.gov (United States)

    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"…

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

    Science.gov (United States)

    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 +…

  8. Beyond Motivation - History as a method for the learning of meta-discursive rules in mathematics

    DEFF Research Database (Denmark)

    Kjeldsen, Tinne Hoff; Blomhøj, Morten

    2012-01-01

    In this paper, we argue that history might have a profound role to play for learning mathematics by providing a self-evident (if not indispensable) strategy for revealing meta-discursive rules in mathematics and turning them into explicit objects of reflection for students. Our argument is based...

  9. Between and within Ethnic Differences in Strategic Learning: A Study of Developmental Mathematics Students

    Science.gov (United States)

    Fong, Carlton J.; Zientek, Linda Reichwein; Yetkiner Ozel, Zeynep Ebrar; Phelps, Julie M.

    2015-01-01

    The present study investigated developmental mathematics students' efficacy beliefs for motivational, self-regulated learning, resource management, and cognitive strategies and which of these beliefs most differentiated European American, African American and Hispanic students in terms of their mathematics achievement. The diverse sample consisted…

  10. 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.

  11. The Challenge of Learning Physics before Mathematics: A Case Study of Curriculum Change in Taiwan

    Science.gov (United States)

    Chiu, Mei-Shiu

    2016-01-01

    The aim of this study was to identify challenges in implementing a physics-before- 10 mathematics curriculum. Obviously, students need to learn necessary mathematics skills in order to develop advanced physics knowledge. In the 2010 high school curriculum in Taiwan, however, grade 11 science students study two-dimensional motion in physics without…

  12. Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics

    Science.gov (United States)

    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.

  13. High School Students with Learning Disabilities: Mathematics Instruction, Study Skills, and High Stakes Tests

    Science.gov (United States)

    Steele, Marcee M.

    2010-01-01

    This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.

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

    Science.gov (United States)

    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…

  15. 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.

  16. Experiences of Student Mathematics-Teachers in Computer-Based Mathematics Learning Environment

    Science.gov (United States)

    Karatas, Ilhan

    2011-01-01

    Computer technology in mathematics education enabled the students find many opportunities for investigating mathematical relationships, hypothesizing, and making generalizations. These opportunities were provided to pre-service teachers through a faculty course. At the end of the course, the teachers were assigned project tasks involving…

  17. 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…

  18. The relationship between learning mathematics and general cognitive ability in primary school.

    Science.gov (United States)

    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.

  19. 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...

  20. Historical behavior of the teaching process learning of the basic mathematical contents in the initial formation of the Mathematics teacher

    Directory of Open Access Journals (Sweden)

    Yamila Medina-Sánchez

    2017-04-01

    Full Text Available The pedagogical universities in their different denominations, whether as Pedagogical Higher Institutes, Pedagogical Sciences Universities or Eastern University, have had in their center, the training of the teacher in their different specialties. The Mathematics teacher has been the result of training models and curricula in correspondence with the historical moment to which they have responded, all with the purpose of preparing them to impart the mathematical content in the educations that constitute action scenarios. The objective of this paper is to analyze the historical behavior of the learning process of the basic mathematical contents in the training process, because it is understood as the fundamental basis for achieving the objectives. For its development were taken into account the logical historical method, the interview, the survey and the documentary analysis.

  1. The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability

    Science.gov (United States)

    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,…

  2. Rural Junior Secondary School Students' Perceptions of Classroom Learning Environments and Their Attitude and Achievement in Mathematics in West China

    Science.gov (United States)

    Yang, Xinrong

    2015-01-01

    This paper reports findings from a survey of how rural junior secondary school students in the western part of China perceive their mathematics classroom learning environments and associations of learning environment with their attitudes toward mathematics and mathematics achievement. Using adaptations of the widely-used What Is Happening In this…

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

    Science.gov (United States)

    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.

  4. Peter Standley 1924 – 2003

    CERN Multimedia

    2003-01-01

    Peter Standley was one of the very early members of CERN staff. He joined CERN nearly 50 years ago and retired 20 years ago. Peter had been reading physics at Oxford University; that made him, in times of the second world war, an obvious candidate to work on the newly invented radar techniques and, as radar officer, he became a member of the Royal Navy. After demobilisation, he was attracted, like many of those working in the radar field, by the construction of particle accelerators, preparing his thesis on the 125 MeV electron synchrotron at the Clarendon Laboratory at Oxford. There he became involved in a fantastic, at that time almost unimaginable emerging project, for a European Laboratory, later to be called CERN. In 1954, he was nominated linkman between CERN and the company (Metropolitan Vickers), which had obtained the contract for the construction of the linear accelerator for the proton synchrotron, the PS, which was the first large project and "raison d'être" of the new ...

  5. Role of Mathematics Learning Development Centres in HEIs

    Science.gov (United States)

    Nzekwe-Excel, C.

    2010-01-01

    Background and Rationale: Student withdrawal and non-completion in institutions have been an issue of considerable concern. The lack of mathematical ability has been identified as a factor resulting to non-completion in higher institutions. Several students in higher education approach mathematics with a lot of anxiety. This has created the need…

  6. LEARNING AND THOUGHT PROCESSES IN REALISTIC MATHEMATICS INSTRUCTION

    NARCIS (Netherlands)

    Nelissen, J.; Tomic, W.

    2008-01-01

    This article deals with the various different approaches to mathematics and the influence that these approaches have had on the teaching of this subject. In addition to the three generally known schools of mathematics instruction - the mechanistic, the structuralistic and the empirical - the article

  7. Effect of Using Scientific Calculators in Learning Mathematics by ...

    African Journals Online (AJOL)

    Mathematics plays a crucial role in technological development of any country; attainment in the subject determines the rate of adoption of appropriate technology and industrialization. In Kenya mathematics is compulsory in primary and at secondary school level. Use of scientific calculators was introduced in Kenya ...

  8. Opportunity to Learn First Year Mathematics in Teacher Training ...

    African Journals Online (AJOL)

    kofimereku

    first year teacher training mathematics syllabus were not taught by the end of the year and which ones were ... In the teacher training colleges in Ghana, Mathematics is studied as a compulsory subject in the first and .... as well as provide a 'search device', when an inquiry is beginning (Babbie,. 1990). The main focus in this ...

  9. Technology-Enhanced Learning in College Mathematics Remediation

    Science.gov (United States)

    Foshee, Cecile M.; Elliott, Stephen N.; Atkinson, Robert K.

    2016-01-01

    US colleges presently face an academic plight; thousands of high school graduates are performing below the expected ability for college-level mathematics. This paper describes an innovative approach intended to improve the mathematics performance of first-year college students, at a large US university. The innovation involved the integration of…

  10. Peter Zerweck : Tallinna pole kõrghooneid juurde vaja / Peter Zerweck ; interv. Askur Alas

    Index Scriptorium Estoniae

    Zerweck, Peter

    2005-01-01

    Saksa linnaplaneerimisspetsialisti Peter Zerweckiga Tallinna linnaplaneerimise probleemidest. Peter Zerweck on kutsutud Tallinna planeerimist nõustama. Seekordsed teemad on kõrghooned, Lasnamäe, teemaplaneeringud ja seadus

  11. How to Support Children with Mathematical Learning Disabilities Learning to Play an Instrument?

    Directory of Open Access Journals (Sweden)

    Annemie Desoete

    2012-01-01

    Full Text Available In this study, children with a mathematical learning disability (=14 and age-matched peers without learning disabilities (=14 as well as their parents and teachers were interviewed on how they experienced playing an instrument (guitar, drum, flute, violin, trombone, horn, and piano and on what helped them using a qualitative interactive interview with a flexible agenda to discover the interviewee’s own framework of meanings. Thematic analyses mentioned intrinsic motivation, extrinsic motivation, and self-efficacy as important. Some children with MLD were found to have a real musical talent and a very good musical ear and memory for sounds. However, all children with MLD seemed more dependent on the aid of parents, sibling, peers, and teachers. They had to study harder and needed more time to study, more practice, and a more structured approach.

  12. Exploring student teachers' perceptions of the influence of technology in learning and teaching mathematics

    Directory of Open Access Journals (Sweden)

    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.

  13. The role of technology in fostering creativity in the teaching and learning of mathematics

    Directory of Open Access Journals (Sweden)

    Balarabe Yushau

    2005-10-01

    Full Text Available The paper looks at interrelationships between creativity and technology in the teaching and learning of mathematics. It suggests that a proper use of various technologies especially computers in the teaching and learning of mathematics has the potential of helping learners to develop their creativity. The technologies can provide an atmosphere under which mathematical skills can be extended beyond the ability to calculate or reproduce problems and enable learners to investigate, analyse and interpret problems at hand. Furthermore, with computers learners can use an experimental approach to deal with mathematical problems, which can lead to conjecture, pattern finding, examples and counter examples. In fact, if used effectively, computational aids can help in improving learners’ intellectual ability and hence mathematical achievement while fostering the requisite creativity not found in the traditional approach.

  14. Mathematics

    CERN Document Server

    Eringen, A Cemal

    2013-01-01

    Continuum Physics: Volume 1 - Mathematics is a collection of papers that discusses certain selected mathematical methods used in the study of continuum physics. Papers in this collection deal with developments in mathematics in continuum physics and its applications such as, group theory functional analysis, theory of invariants, and stochastic processes. Part I explains tensor analysis, including the geometry of subspaces and the geometry of Finsler. Part II discusses group theory, which also covers lattices, morphisms, and crystallographic groups. Part III reviews the theory of invariants th

  15. THE TEACHING OF MATHEMATICS WITH MEDIATING TOOLS: MOODLE WITH GEOGEBRA AND WEBQUEST FOR THE LEARNING OF MATHEMATICAL KNOWLEDGE

    Directory of Open Access Journals (Sweden)

    Graciela Aluizio Reali

    2013-07-01

    Full Text Available Much has been thought through about how to make the teaching and learning of scientific content more significant in order to collaborate with education. In this sense, it is up to the teacher to know aspects of human behavior to mediate and facilitate the interpretation of incoming information to students so that this information is transformed into knowledge. Therefore, the educator has seen its role as a transmitter of information turning into a facilitator of the transformation of this information into knowledge, a process that depends on both the teacher and the student. Thus, this work presents some aspects related to the teaching and learning of mathematics, highlighting the use of information and communication technologies (ICTs as mediating and helpful tools of learning. It also presents a virtual learning environment, Moodle, which comprehends Geogebra software, presented in a WebQuest so that together they may be used in the future for the teaching and learning of mathematics in Ourinhos- Fatec Technology College, São Paulo- - Brazil. It is expected, by means of this work, to contribute to discussions and reflections on some emblematic issues of this new practice and mode, as well as disseminate and encourage the use of Geogebra application.

  16. "My math and me": Nursing students' previous experiences in learning mathematics.

    Science.gov (United States)

    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.

  17. The body and playfulness: promising tools for teaching and learning mathematics

    Directory of Open Access Journals (Sweden)

    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.

  18. Attitudes towards using mobile applications for teaching mathematics in open learning systems

    Directory of Open Access Journals (Sweden)

    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.

  19. Developing mathematics learning set for special-needs junior high school student oriented to learning interest and achievement

    Directory of Open Access Journals (Sweden)

    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.

  20. Learning objects and interactive whiteboards: a evaluation proposal of learning objects for mathematics teaching

    Directory of Open Access Journals (Sweden)

    Silvio Henrique Fiscarelli

    2016-05-01

    Full Text Available The current conditions of the classroom learning tend to be a one-way process based in teacher exposition, this make a negative impact on learning make it a mechanical and not meaningful activity. One possibility to improve the quality of teaching is to innovate methodologies and varying forms of presenting information to students, such as the use of technology in the teaching process. The Interactive Whiteboard (IBW is one of the technologies that are being implemented in Brazilian schools. One of the promising possibilities to add value to the use of LDI in classroom are "learning objects" (LO. However, one problem is that often the LO are not fully suited to the dynamics of IWB, whether functional or pedagogical point of view. The objective of this study is to analyze and propose a set of indicators that evaluate the learning objects for use in conjunction with Interactive Whiteboards. The selection and definition of evaluation indicators was carried from the literature review on the subject and based on LDI experiences of use in Municipal Elementary School. After defining the set of indicators was conducted a evaluation of a sample of 30 OA utilized to teaching mathematics in 3rd grade of elementary school. The results of the evaluation indicate that the proposed indicators are suitable for a pre-analysis of OA and assisting in the process of selection of these.

  1. Simple and Intuitive Mathematics for Learning Elementary Physics

    Science.gov (United States)

    Kobayashi, Yukio

    Mathematics is the language of physics and simple and intuitive mathematics is effective for imaging physical pictures of phenomena. This is important because geometrical viewpoints inspire ideas in physics. For example, some problems on the motion of a particle in a uniform gravitational field can be well illustrated by simple diagrams. Calculus is not only a way of calculating but is also closely related to the law of inertia through slope on a position-time graph. As such, cross-curricular study between mathematics and physics is effective for broadly developing thinking power at the high school and college levels.

  2. The Effects of Remedial Mathematics on the Learning of Economics

    DEFF Research Database (Denmark)

    Lagerlöf, Johan N. M.; Seltzer, Andrew J.

    2009-01-01

    The authors examined the effects of remedial mathematics on performance in university-level economics courses using a natural experiment. They studied exam results prior and subsequent to the implementation of a remedial mathematics course that was compulsory for a subset of students...... and unavailable for the others, controlling for background variables. They found that, consistent with previous studies, the level of and performance in secondary school mathematics have strong predictive power on students' performances at university-level economics. However, they found relatively little evidence...

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

    Directory of Open Access Journals (Sweden)

    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

  4. The Use of Flexible, Interactive, Situation-Focused Software for the E-Learning of Mathematics.

    Science.gov (United States)

    Farnsworth, Ralph Edward

    This paper discusses the classroom, home, and distance use of new, flexible, interactive, application-oriented software known as Active Learning Suite. The actual use of the software, not just a controlled experiment, is reported on. Designed for the e-learning of university mathematics, the program was developed by a joint U.S.-Russia team and…

  5. Errors of Students Learning with React Strategy in Solving the Problems of Mathematical Representation Ability

    Science.gov (United States)

    Sari, Delsika Pramata; Darhim; Rosjanuardi, Rizky

    2018-01-01

    The purpose of this study was to investigate the errors experienced by students learning with REACT strategy and traditional learning in solving problems of mathematical representation ability. This study used quasi experimental pattern with static-group comparison design. The subjects of this study were 47 eighth grade students of junior high…

  6. A mathematical learning journey of toddlers in a multilingual environment: the case of Danesh

    DEFF Research Database (Denmark)

    Putra, Zetra Hainul

    2018-01-01

    This paper aims to present how Danesh, a toddler who moved from Indonesia to Denmark at the age of one and a half years, learned rote counting in three different languages: Indonesian, English, and Danish. Her mathematical learning journey was observed from the first time she moved to Denmark until...

  7. Beyond Discourse and Interaction. Variation: A Critical Aspect for Teaching and Learning Mathematics

    Science.gov (United States)

    Runesson, Ulla

    2005-01-01

    In this article a theory of learning, variation theory, is presented in order to address the "provocation" created by the relationship between theoretical positions and findings in research and what these do and do not disclose. I demonstrate how this can be used as an analytical tool for studying classroom learning in mathematics by juxtaposing…

  8. The Effect of Manipulatives on Mathematics Achievement across Different Learning Styles

    Science.gov (United States)

    Kablan, Zeynel

    2016-01-01

    The current study investigates the influence of manipulatives used in combination with traditional approaches to mathematics education and how varying amounts of time spent on manipulative use influence student achievement across different learning styles. Three learning environments were created that incorporated varying proportions of…

  9. Cooperative Learning in the Advanced Algebra and Trigonometry Mathematics High School Classroom

    Science.gov (United States)

    Jozsa, Alison

    2017-01-01

    Over the past three decades, researchers have found cooperative learning to have positive effects on student achievement in various subject areas and levels in education. However, there are limited studies on the impact of cooperative learning on student achievement in the area of high school mathematics. This study examined the impact of…

  10. Undergraduate Students' Perceptions of Collaborative Learning in a Differential Equations Mathematics Course

    Science.gov (United States)

    Hajra, Sayonita Ghosh; Das, Ujjaini

    2015-01-01

    This paper uses collaborative learning strategies to examine students' perceptions in a differential equations mathematics course. Students' perceptions were analyzed using three collaborative learning strategies including collaborative activity, group-quiz and online discussion. The study results show that students identified both strengths and…

  11. Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand

    Science.gov (United States)

    Sriwongchai, Arunee; Jantharajit, Nirat; Chookhampaeng, Sumalee

    2015-01-01

    The study purposes were: 1) To study current states and problems of relevant secondary students in developing mathematics learning management model for improving creative thinking, 2) To evaluate the effectiveness of model about: a) efficiency of learning process, b) comparisons of pretest and posttest on creative thinking and achievement of…

  12. The Professional Learning of Grade Six Teachers of Mathematics Implementing the Flipped Classroom Approach

    Science.gov (United States)

    Goodnough, Karen; Murphy, Elizabeth

    2017-01-01

    The purpose of this paper is to make sense of the professional learning of four teachers implementing a flipped classroom approach in their grade six mathematics class. The professional learning took place within a two-year Action Research (AR) project that engaged teachers in collaborative and iterative planning, implementation, observation and…

  13. A Computer-Based Game That Promotes Mathematics Learning More than a Conventional Approach

    Science.gov (United States)

    McLaren, Bruce M.; Adams, Deanne M.; Mayer, Richard E.; Forlizzi, Jodi

    2017-01-01

    Excitement about learning from computer-based games has been papable in recent years and has led to the development of many educational games. However, there are relatively few sound empirical studies in the scientific literature that have shown the benefits of learning mathematics from games as opposed to more traditional approaches. The…

  14. Mathematical Learning Disability in Girls with Turner Syndrome: A Challenge to Defining MLD and Its Subtypes

    Science.gov (United States)

    Mazzocco, Michele M. M.

    2009-01-01

    Turner syndrome is a common disorder with a prevalence of 1:2,500 live female births. Although not associated with mental retardation, there is an increased risk of learning difficulties in this population. In particular, mathematical learning difficulties among girls with Turner syndrome are prevalent, significant, and persistent. As such, the…

  15. Learning from Children: Mathematics from a Classroom Perspective. ACER Research Monograph No. 52.

    Science.gov (United States)

    Doig, Brian; Lokan, Jan

    This volume has been assembled to show what can be learned about learning from large groups of children's responses to well-constructed assessment questions. The wide range of information gathered through the Basic Skills Testing Program (BSTP) has been divided into chapters that focus either on key aspects of mathematics or the major concerns of…

  16. The Embodiment of Cases as Alternative Perspective in a Mathematics Hypermedia Learning Environment

    Science.gov (United States)

    Valentine, Keri D.; Kopcha, Theodore J.

    2016-01-01

    This paper presents a design framework for cases as alternative perspectives (Jonassen in Learning to solve problems: a handbook for designing problem-solving learning environments, 2011a) in the context of K-12 mathematics. Using the design-based research strategy of conjecture mapping, the design of cases for a hypermedia site is described…

  17. Reframing Practice: High School Mathematics Teachers' Learning through Interactions in Their Workplace Community

    Science.gov (United States)

    Bannister, Nicole A.

    2009-01-01

    This dissertation seeks to understand how teachers learn through interactions in newly formed workplace communities by examining how mathematics teachers engaged in equity-oriented reforms frame problems of practice. It examines how teachers' framings develop over time, and how teachers' shifting frames connect to their learning in a community of…

  18. Exploring the Effects of Project-Based Learning in Secondary Mathematics Education

    Science.gov (United States)

    Holmes, Vicki-Lynn; Hwang, Yooyeun

    2016-01-01

    This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other…

  19. Perceptual Learning in Early Mathematics: Interacting with Problem Structure Improves Mapping, Solving and Fluency

    Science.gov (United States)

    Thai, Khanh-Phuong; Son, Ji Y.; Hoffman, Jessica; Devers, Christopher; Kellman, Philip J.

    2014-01-01

    Mathematics is the study of structure but students think of math as solving problems according to rules. Students can learn procedures, but they often have trouble knowing when to apply learned procedures, especially to problems unlike those they trained with. In this study, the authors rely on the psychological mechanism of perceptual learning…

  20. Challenges of Blended E-Learning Tools in Mathematics: Students' Perspectives University of Uyo

    Science.gov (United States)

    Umoh, Joseph B.; Akpan, Ekemini T.

    2014-01-01

    An in-depth knowledge of pedagogical approaches can help improve the formulation of effective and efficient pedagogy, tools and technology to support and enhance the teaching and learning of Mathematics in higher institutions. This study investigated students' perceptions of the challenges of blended e-learning tools in the teaching and learning…

  1. Student Motivation and Learning in Mathematics and Science: A Cluster Analysis

    Science.gov (United States)

    Ng, Betsy L. L.; Liu, W. C.; Wang, John C. K.

    2016-01-01

    The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy,…

  2. Critical Thinking Skills of Students through Mathematics Learning with ASSURE Model Assisted by Software Autograph

    Science.gov (United States)

    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.

  3. influence of gender and learned helplessness on some mathematics ...

    African Journals Online (AJOL)

    Admin

    MATHEMATICS-RELATED AFFECTIVE BEHAVIOUR OF LESOTHO. SENIOR ... influences such behaviour among senior secondary school students in the Kingdom of Lesotho. ... environmental set up, stress, emotions and .... significant to students, teachers, educational ..... difference in the level of classroom participation.

  4. Opportunity to Learn First Year Mathematics in Teacher Training ...

    African Journals Online (AJOL)

    kofimereku

    first year teacher training mathematics syllabus were not taught by the end of the year and which ones .... training college in Kommenda, Central Region as a pilot study. The responses ..... calls for efforts to give more attention to these groups.

  5. Peter Petersen & Co. A/S

    DEFF Research Database (Denmark)

    Nygaard, Erik

    1986-01-01

    Peter Petersen & Co. A/S : administrations- og lagerbygning kommenteret af: Erik Nygaard. Resumé på engelsk & tysk.......Peter Petersen & Co. A/S : administrations- og lagerbygning kommenteret af: Erik Nygaard. Resumé på engelsk & tysk....

  6. Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach

    Directory of Open Access Journals (Sweden)

    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

  7. Sociocultural context as a facilitator of student learning of function concepts in mathematics

    Directory of Open Access Journals (Sweden)

    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.

  8. Mathematics Connection

    African Journals Online (AJOL)

    MATHEMATICS CONNECTION aims at providing a forum topromote the development of Mathematics Education in Ghana. Articles that seekto enhance the teaching and/or learning of mathematics at all levels of theeducational system are welcome.

  9. Facilitating mathematics learning for students with upper extremity disabilities using touch-input system.

    Science.gov (United States)

    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.

  10. Globalisation in Africa: Reflecting on Peter Jarvis's Superstructure and Substructure Model

    Science.gov (United States)

    Preece, Julia

    2017-01-01

    This paper reflects on Peter Jarvis' book "Globalisation, lifelong learning and the learning society," volume 2--in which he describes human learning within a global context and factors contributing to globalisation. He describes the relationship of power between countries manifested as the superstructure and sub structure. The paper…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

  13. Analysis of the e-learning technologies used for teaching mathematics at Tomsk Polytechnic University

    OpenAIRE

    Pakhomova, Elena Grigorievna; Yanushchik, Olga Vladimirovna; Dorofeeva, Maria

    2016-01-01

    This article analyzes the implementation of e-learning technologies in the study of mathematics at Tomsk Polytechnic University. It describes research findings of the suitability of the e-learning technology for first year students of an engineering university. The research involved 248 students and 38 teachers of Tomsk Polytechnic University. The authors surveyed first-year students to check whether they are ready to learn in the electronic environment. In addition, the students and teachers...

  14. Mathematics

    CERN Document Server

    Stein, Sherman K

    2010-01-01

    Anyone can appreciate the beauty, depth, and vitality of mathematics with the help of this highly readable text, specially developed from a college course designed to appeal to students in a variety of fields. Readers with little mathematical background are exposed to a broad range of subjects chosen from number theory, topology, set theory, geometry, algebra, and analysis. Starting with a survey of questions on weight, the text discusses the primes, the fundamental theorem of arithmetic, rationals and irrationals, tiling, tiling and electricity, probability, infinite sets, and many other topi

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

    Science.gov (United States)

    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.

  16. 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.

  17. Mathematics and Experiential Learning--Are They Compatible?

    Science.gov (United States)

    Davidovitch, Nitza; Yavich, Roman; Keller, Nelly

    2014-01-01

    In the process of experiential learning, students acquire skills and values as the consequence of a direct experience. Experiential learning draws on senses, emotions, and cognition and appeals to learners' entire being. Such learning, by nature, enables the development of a variety of capabilities, such as planning, teamwork, coping with…

  18. 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...

  19. The analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference

    Science.gov (United States)

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

    2017-08-01

    The aim of this study was to describe the analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference. The purpose of this study is to describe the analysis of mathematics teacher's learning on limit algebraic functions in terms of the differences of teaching experience. Learning analysis focused on Pedagogical Content Knowledge (PCK) of teachers in mathematics on limit algebraic functions related to the knowledge of pedagogy. PCK of teachers on limit algebraic function is a type of specialized knowledge for teachers on how to teach limit algebraic function that can be understood by students. Subjects are two high school mathematics teacher who has difference of teaching experience they are one Novice Teacher (NP) and one Experienced Teacher (ET). Data are collected through observation of learning in the class, videos of learning, and then analyzed using qualitative analysis. Teacher's knowledge of Pedagogic defined as a knowledge and understanding of teacher about planning and organizing of learning, and application of learning strategy. The research results showed that the Knowledge of Pedagogy on subject NT in mathematics learning on the material of limit function algebra showed that the subject NT tended to describe procedurally, without explaining the reasons why such steps were used, asking questions which tended to be monotonous not be guiding and digging deeper, and less varied in the use of learning strategies while subject ET gave limited guidance and opportunities to the students to find their own answers, exploit the potential of students to answer questions, provide an opportunity for students to interact and work in groups, and subject ET tended to combine conceptual and procedural explanation.

  20. 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.

  1. 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.

  2. 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.

  3. Integrating the Learning of Mathematics and Science Using Interactive Teaching and Learning Strategies

    Science.gov (United States)

    Holmes, Mark H.

    2006-10-01

    To help students grasp the intimate connections that exist between mathematics and its applications in other disciplines a library of interactive learning modules was developed. This library covers the mathematical areas normally studied by undergraduate students and is used in science courses at all levels. Moreover, the library is designed not just to provide critical connections across disciplines but to also provide longitudinal subject reinforcement as students progress in their studies. In the process of developing the modules a complete editing and publishing system was constructed that is optimized for automated maintenance and upgradeability of materials. The result is a single integrated production system for web-based educational materials. Included in this is a rigorous assessment program, involving both internal and external evaluations of each module. As will be seen, the formative evaluation obtained during the development of the library resulted in the modules successfully bridging multiple disciplines and breaking down the disciplinary barriers commonly found in their math and non-math courses.

  4. Mathematics

    International Nuclear Information System (INIS)

    Demazure, M.

    1988-01-01

    The 1988 progress report of the Mathematics center (Polytechnic School, France), is presented. The Center is composed of different research teams: analysis, Riemann geometry, group theory, formal calculus and algorithm geometry, dynamical systems, topology and singularity. For each team, the members, the research topics, the national and international cooperations, are given. The papers concerning the investigations carried out in 1988, are listed [fr

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

    Science.gov (United States)

    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.

  6. Learning by Preparing to Teach: Fostering Self-Regulatory Processes and Achievement during Complex Mathematics Problem Solving

    Science.gov (United States)

    Muis, Krista R.; Psaradellis, Cynthia; Chevrier, Marianne; Di Leo, Ivana; Lajoie, Susanne P.

    2016-01-01

    We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for…

  7. Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education

    OpenAIRE

    Smith, Kevin

    2018-01-01

    Adaptivelearning programs are frequently used in the K-8 mathematics classroom. Theseprograms provide instruction to students at the appropriate level of difficultyby presenting content, providing feedback, and allowing students to masterskills before progressing. The purpose of the study was to seek to interprethow preservice teachers’ experiences influence their perceptions and plans tointegrate adaptive learning programs in their future K-8 mathematics classroom.This was a qualitative stud...

  8. Improving students’ creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning

    Science.gov (United States)

    Hidayat, W.; Wahyudin; Prabawanto, S.

    2018-01-01

    This study aimed to investigate the role factors of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) instruction in improving mathematical creative reasoning ability from students’ who is a candidate for a math teacher. The study was designed in the form of experiments with a pretest-posttest control group design that aims to examine the role of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) learning on improving students’ mathematical creative reasoning abilities. The population in this research was the student of mathematics teacher candidate in Cimahi City, while the sample of this research was 90 students of the candidate of the teacher of mathematics specified purposively then determined randomly which belong to experiment class and control class. Based on the results and discussion, it was concluded that: (1) Improvement the ability of mathematical creative reasoning of students’ who was a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction is better than those who received direct instruction is reviewed based on the whole; (2) There was no different improvement the ability of mathematical creative reasoning of students’ who is a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction and direct instruction was reviewed based on the type of Adversity Quotient (Quitter / AQ Low, Champer / AQ Medium, and the Climber / AQ High); (3) Learning factors and type of Adversity Quotient (AQ) affected the improvement of students’ mathematical creative reasoning ability. In addition, there was no interaction effect between learning and AQ together in developing of students’ mathematical creative reasoning ability; (4) mathematical creative reasoning ability of students’ who is a candidate for math teacher had not been achieved optimally on the indicators novelty.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  11. Peter Fisk : hoidke servale, mitte keskele / Kaido Einama

    Index Scriptorium Estoniae

    Einama, Kaido, 1971-

    2007-01-01

    Strateegi ja turundaja, Genius Worksi tegevjuhi Peter Fiski esinemisest Tallinna Lauluväljaku uues konverentsikeskuses toimunud innovatsioonikonverentsil InnoEstonia 2007. Vt. samas: Kes on Peter Fisk?

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

    Directory of Open Access Journals (Sweden)

    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

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

    Science.gov (United States)

    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

  14. Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts

    Science.gov (United States)

    Bennison, Anne; Goos, Merrilyn

    2010-04-01

    The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom practice remains patchy, with factors such as teacher knowledge, confidence, experience and beliefs, access to resources, and participation in professional development influencing uptake and implementation. This paper reports on a large-scale survey of technology-related professional development experiences and needs of Queensland secondary mathematics teachers. Teachers who had participated in professional development were found to be more confident in using technology and more convinced of its benefits in supporting students' learning of mathematics. Experienced, specialist mathematics teachers in large metropolitan schools were more likely than others to have attended technology-related professional development, with lack of time and limited access to resources acting as hindrances to many. Teachers expressed a clear preference for professional development that helps them meaningfully integrate technology into lessons to improve student learning of specific mathematical topics. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in a diverse range of contexts.

  15. 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....

  16. Effects of Cooperative Learning STAD on Mathematical Communication Ability of Elementary School Student

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  18. 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

    NARCIS (Netherlands)

    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

  19. Mexican high school students' social representations of mathematics, its teaching and learning

    Science.gov (United States)

    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.

  20. "Survivor" Math: Using Pop Culture to Enhance Learning Mathematics

    Science.gov (United States)

    Burks, Robert

    2011-01-01

    This article describes a modification of the popular TV game show, "Survivor," as conducted in an undergraduate first semester mathematics precalculus course. The objective of this game is a group-based competitive drill and practice activity to help students prepare and review for the fundamental concepts exam. The results of this activity…

  1. The zone of proximal development in the learning of mathematics ...

    African Journals Online (AJOL)

    South Africa has a huge shortage of skilled workers in various fields such as engineering, applied sciences, accountancy, architecture, medicine and law. Mathematics is a requirement for entry in these careers to enable learners to grasp the content of various subjects in these disciplines. Despite that, in South Africa, ...

  2. Enhancing the Teaching and Learning of Mathematical Visual Images

    Science.gov (United States)

    Quinnell, Lorna

    2014-01-01

    The importance of mathematical visual images is indicated by the introductory paragraph in the Statistics and Probability content strand of the Australian Curriculum, which draws attention to the importance of learners developing skills to analyse and draw inferences from data and "represent, summarise and interpret data and undertake…

  3. Learning mathematics concepts in a traditional socio-culture ...

    African Journals Online (AJOL)

    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 ...

  4. Implementing a Game for Supporting Learning in Mathematics

    Science.gov (United States)

    Katmada, Aikaterini; Mavridis, Apostolos; Tsiatsos, Thrasyvoulos

    2014-01-01

    This paper focuses on the design, implementation and evaluation of an online game for elementary and middle school mathematics. Its aim is twofold: (a) the development of the prototype of a flexible and adaptable computer game, and (b) the evaluation of this prototype, as to its usability and technical aspects. The particular computer game was…

  5. Using Writing in Mathematics to Deepen Student Learning

    Science.gov (United States)

    Urquhart, Vicki

    2009-01-01

    Writing is the ability to compose text effectively for different purposes and audiences. When many of us reflect on our own school experiences, we recall writing in English and history classes, but not in mathematics. Math classes previously relied on skill-building and conceptual understanding activities. Today, teachers are realizing that…

  6. The Zone of Proximal Development in the Learning of Mathematics

    Science.gov (United States)

    Siyepu, Sibawu

    2013-01-01

    South Africa has a huge shortage of skilled workers in various fields such as engineering, applied sciences, accountancy, architecture, medicine and law. Mathematics is a requirement for entry in these careers to enable learners to grasp the content of various subjects in these disciplines. Despite that, in South Africa, learners' performance in…

  7. Mathematics Learning by Programming in a Game Engine

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Timcenko, Olga; Misfeldt, Morten

    2017-01-01

    This paper emerges from our research focusing on mathematics education in trans-disciplinary engineering programs and presents a case study in such an engineering discipline, namely the Media Technology program at Aalborg University Copenhagen, Denmark. In this case study, we substituted traditio...

  8. Measurement of Usability for Multimedia Interactive Learning Based on Website in Mathematics for SMK

    Science.gov (United States)

    Sukardjo, Moch.; Sugiyanta, Lipur

    2018-04-01

    Web usability, if evaluation done correctly, can significantly improve the quality of the website. Website containing multimedia for education shoud apply user interfaces that are both easy to learn and easy to use. Multimedia has big role in changing the mindset of a person in learning. Using multimedia, learners get easy to obtain information, adjust information and empower information. Therefore, multimedia is utilized by teachers in developing learning techniques to improve student learning outcomes. For students with self-directed learning, multimedia provides the ease and completeness of the courses in such a way that students can complete the learning independently both at school and at home without the guidance of teachers. The learning independence takes place in how students choose, absorb information, and follow the evaluation quickly and efficiently. The 2013 Curriculum 2013 for Vocational High School (SMK) requires teachers to create engaging teaching and learning activities that students enjoy in the classroom (also called invitation learning environment). The creation of learning activity environment is still problem for most teachers. Various researches reveal that teaching and learning activities will be more effective and easy when assisted by visual tools. Using multimedia, learning material can be presented more attractively that help students understand the material easily. The opposite is found in the learning activity environment who only rely on ordinary lectures. Usability is a quality level of multimedia with easy to learn, easy to use and encourages users to use it. The website Multimedia Interactive Learning for Mathematics SMK Class X is targeted object. Usability website in Multimedia Interactive Learning for Mathematics SMK Class X is important indicators to measure effectiveness, efficiency, and student satisfaction to access the functionality of website. This usability measurement should be done carefully before the design is

  9. 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.

  10. Hypothetical learning trajectory design on the history of Indonesian independence struggle in Mathematics logic instruction

    Directory of Open Access Journals (Sweden)

    Dra Nurjanah

    2017-12-01

    Full Text Available The research was aimed at developing learning resources for mathematics logic using the hypothetical learning trajectory designed through reflection on the history of Indonesian independence struggle. The study was carried out at the Department of Mathematics Education of the Faculty of Teacher Training and Educational Sciences Nusantara Islamic University (Uninus. The study used design research consisted of three stages: preparing the experiments, design the experiments, and retrospective analysis. Preparing the experiments stage has been completed and design the experiments stage is currently under preparation. The main activities accomplished in preparing the experiments stage consisted of: studies of Indonesian independence struggle, curriculum analysis, literature review, and early prototype design. Design the experiments phase has enabled the development of the research instruments. The learning trajectory which has been designed in the first stage involved: reflections on the history of Indonesian independence struggle; implication and bi-implication; implication, bi-implication and their truth in the context of the history of the Indonesian independence struggle; and implication, bi-implication and their truth in the context of mathematics. Based on the results of discussions with colleagues, the students’ ability in mathematical thinking can be developed by using the history of Indonesian independence struggle as the context of learning in a mathematics logics course.

  11. Knud Peter Harboe. Construcciones estrictas

    Directory of Open Access Journals (Sweden)

    Jaime José Ferrer Forés

    2017-11-01

    Full Text Available Se analiza la trayectoria del arquitecto danés Knud Peter Harboe (1925 - 2002 caracterizada por la fidelidad tanto a los elementos constructivos tradicionales como a los planteamientos modernos, y se examinan las timber frame houses más destacadas de la década de los sesenta, entre las que figura la casa del arquitecto en Ordrup (1958, y la posterior transposición a las estructuras porticadas de hormigón armado que desarrollará en la escala de los edificios públicos de la década de los setenta en la sede para N Foss Electric en Hillerød (1961 o el edificio de Pharmacia en Hillerød (1971, que le permitirán introducirse en la expresión formal del hormigón armado. La tectonicidad de su obra evoca la estructura anónima del entramado de las construcciones tradicionales y la noción de una arquitectura como ensamblaje de componentes, mediante la articulación de los postes de madera o la lógica de los elementos prefabricados que establecen el orden del espacio y la expresión del entramado estructural como sistema ordenador.

  12. 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

  13. 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.

  14. THE EFFECTIVENESS OF GUIDED DISCOVERY LEARNING TO TEACH INTEGRAL CALCULUS FOR THE MATHEMATICS STUDENTS OF MATHEMATICS EDUCATION WIDYA DHARMA UNIVERSITY

    Directory of Open Access Journals (Sweden)

    Yuliana Yuliana

    2017-01-01

    Full Text Available The objectives of this research are (1 to develop Guided Discovery Learning in integral calculus subject; (2 to identify the effectiveness of Guided Discovery Learning in improving the students’ understanding toward integral calculus subject. This research was quasy experimental research with the students of even semester in Mathematics Education Widya Dharma University as the sample. Cluster Random sampling was conducted to determine control group that was taught using Conventional model and experimental group that was taught using Guided Discovery Learning model. The instruments of this research included pre-test, post-test, and student’s response questionnaire. The data of post-test was analyzed using T-test. The result was H0 was rejected for the level of significance The result of this data analysis found out that Guide Discovery Learning was more effective than Conventional Model. It was supported by the result questionnaire. The result of questionnaire that  more than 75% questionnaire items got 67.65% positive response. It means Guided Discovery Learning can increase students’ interest in joining integral calculus class.

  15. 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...

  16. 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...

  17. Improving Mathematical Communication Ability and Self Regulation Learning of Yunior High Students by Using Reciprocal Teaching

    OpenAIRE

    Qohar, Abdul; Sumarmo, Utari

    2013-01-01

    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 learn...

  18. REJECTION TO LEARNING OF MATHEMATICS BECAUSE OF VIOLENCE IN THE TECHNOLOGICAL BACCALAUREATE

    Directory of Open Access Journals (Sweden)

    Francisco Caballero-Jiménez

    2016-01-01

    Full Text Available This paper corresponds the first theoretical and applied results in the thesis of the author and director, and aims to make a conceptual review of school education and its importance in society and the study of mathematics and as these are rejected and stigmatized. In turn, we study, how it manifests itself direct, structural and cultural violence in learning math to finally propose peace education as alternative in order to influence the rejection and stigma regarding mathematics, trying to improve their learning.

  19. Enhanced Assessment Technology and Neurocognitive Aspects of Specific Learning Disorder with Impairment in Mathematics.

    Directory of Open Access Journals (Sweden)

    Marios A. Pappas

    2018-02-01

    Full Text Available Specific Learning Disorder with impairment in Mathematics (Developmental Dyscalculia is a complex learning disorder which affects arithmetic skills, symbolic magnitude processing, alertness, flexibility in problem solving and maintained attention. Neuro-cognitive studies revealed that such difficulties in children with DD could be related to poor Working Memory and attention deficits. Furthermore, neuroimaging studies indicate that brain structure differences in children with DD compared to typically developing children could affect mathematical performance. In this study we present the cognitive profile of Dyscalculia, as well as the neuropsychological aspects of the deficit, with special reference to the utilization of enhanced assessment technology such as computerized neuropsychological tools and neuroimaging techniques.

  20. Portal and repository for sharing mathematical learning objects

    NARCIS (Netherlands)

    Zanden, van der A.H.W.; Cuypers, H.; Luca, J.; Weippl, E.R.

    2008-01-01

    Now that Virtual Learning Environments are common within higher education in the Netherlands it is time to work with online validated informational resources. Technologies such as repositories are the systems to manage learning content but are most inconvenient in use. The national project NKBW aims

  1. Utilization of Information and Communication Technologies in Mathematics Learning

    Science.gov (United States)

    Saadati, Farzaneh; Tarmizi, Rohani Ahmad; Ayub, Ahmad Fauzi Mohd

    2014-01-01

    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)…

  2. Pilot Peter Hoag and HL-10

    Science.gov (United States)

    1969-01-01

    Air Force Major Peter Hoag stands in front of the HL-10 Lifting Body. Maj. Hoag joined the HL-10 program in 1969 and made his first glide flight on June 6, 1969. He made a total of 8 flights in the HL-10. They included the fastest lifting-body flight, which reached Mach 1.861 on Feb. 18, 1970. The HL-10 was one of five heavyweight lifting-body designs flown at NASA's Flight Research Center (FRC--later Dryden Flight Research Center), Edwards, California, from July 1966 to November 1975 to study and validate the concept of safely maneuvering and landing a low lift-over-drag vehicle designed for reentry from space. Northrop Corporation built the HL-10 and M2-F2, the first two of the fleet of 'heavy' lifting bodies flown by the NASA Flight Research Center. The contract for construction of the HL-10 and the M2-F2 was $1.8 million. 'HL' stands for horizontal landing, and '10' refers to the tenth design studied by engineers at NASA's Langley Research Center, Hampton, Va. After delivery to NASA in January 1966, the HL-10 made its first flight on Dec. 22, 1966, with research pilot Bruce Peterson in the cockpit. Although an XLR-11 rocket engine was installed in the vehicle, the first 11 drop flights from the B-52 launch aircraft were powerless glide flights to assess handling qualities, stability, and control. In the end, the HL-10 was judged to be the best handling of the three original heavy-weight lifting bodies (M2-F2/F3, HL-10, X-24A). The HL-10 was flown 37 times during the lifting body research program and logged the highest altitude and fastest speed in the Lifting Body program. On Feb. 18, 1970, Air Force test pilot Peter Hoag piloted the HL-10 to Mach 1.86 (1,228 mph). Nine days later, NASA pilot Bill Dana flew the vehicle to 90,030 feet, which became the highest altitude reached in the program. Some new and different lessons were learned through the successful flight testing of the HL-10. These lessons, when combined with information from it's sister ship, the M2

  3. Making Mathematics Learning More Engaging for Students in Health Schools through the Use of Apps

    Directory of Open Access Journals (Sweden)

    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.

  4. Mathematics authentic assessment on statistics learning: the case for student mini projects

    Science.gov (United States)

    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.

  5. Peter Greenaway klaarib kunstiajalooga arveid / Johannes Saar

    Index Scriptorium Estoniae

    Saar, Johannes, 1965-

    2009-01-01

    Peter Greenaway multimeediainstallatsioon seeriast "Üheksa klassikalist maali" Paolo Veronese maalist "Kaana pulm" San Giorgio Maggiore kloostris Venezias 6. juunist 13. septembrini. Kloostri söögisaali otsaseinal on Paolo Veronese maali "Kaana pulm" 2007. a. valminud koopia

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

    Science.gov (United States)

    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

  7. Effect Of Open Ended Teaching Learning Approach On Secondary School Students Mathematics Achievement In Learning Three Dimensional Geometry

    Directory of Open Access Journals (Sweden)

    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

  8. The effect of team accelerated instruction on students’ mathematics achievement and learning motivation

    Science.gov (United States)

    Sri Purnami, Agustina; Adi Widodo, Sri; Charitas Indra Prahmana, Rully

    2018-01-01

    This study aimed to know the improvement of achievement and motivation of learning mathematics by using Team Accelerated Instruction. The research method used was the experiment with descriptive pre-test post-test experiment. The population in this study was all students of class VIII junior high school in Jogjakarta. The sample was taken using cluster random sampling technique. The instrument used in this research was questionnaire and test. Data analysis technique used was Wilcoxon test. It concluded that there was an increase in motivation and student achievement of class VII on linear equation system material by using the learning model of Team Accelerated Instruction. Based on the results of the learning model Team Accelerated Instruction can be used as a variation model in learning mathematics.

  9. Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

    Science.gov (United States)

    Freeman-Green, Shaqwana M.; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth

    2015-01-01

    This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic-based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe…

  10. Teachers' Motivating Methods to Support Thai Ninth Grade Students' Levels of Motivation and Learning in Mathematics Classrooms

    Science.gov (United States)

    Nenthien, Sansanee; Loima, Jyrki

    2016-01-01

    The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students' levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of…

  11. The Effects of Project-Based Learning Activities on Academic Achievement and Motivation in Mathematics in Eighth-Grade Students

    Science.gov (United States)

    Mudrich, Rachel Marie

    2017-01-01

    The purpose of this research study was to determine if project-based learning activities (PBLA) incorporated into an eighth-grade mathematics classroom have an effect on students' academic achievement and motivation toward learning. The control group used the traditional instruction method to cover mathematic objective skills that are Common Core…

  12. Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

    Science.gov (United States)

    Spence, Dianna J.; Usher, Ellen L.

    2007-01-01

    This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and self-efficacy for self-regulated mathematics learning.…

  13. First-Year Mathematics and Its Application to Science: Evidence of Transfer of Learning to Physics and Engineering

    Science.gov (United States)

    Nakakoji, Yoshitaka; Wilson, Rachel

    2018-01-01

    Transfer of mathematical learning to science is seen as critical to the development of education and industrial societies, yet it is rarely interrogated in applied research. We present here research looking for evidence of transfer from university mathematics learning in semester one to second semester sciences/engineering courses (n = 1125). A…

  14. Improving students’ mathematical critical thinking through rigorous teaching and learning model with informal argument

    Science.gov (United States)

    Hamid, H.

    2018-01-01

    The purpose of this study is to analyze an improvement of students’ mathematical critical thinking (CT) ability in Real Analysis course by using Rigorous Teaching and Learning (RTL) model with informal argument. In addition, this research also attempted to understand students’ CT on their initial mathematical ability (IMA). This study was conducted at a private university in academic year 2015/2016. The study employed the quasi-experimental method with pretest-posttest control group design. The participants of the study were 83 students in which 43 students were in the experimental group and 40 students were in the control group. The finding of the study showed that students in experimental group outperformed students in control group on mathematical CT ability based on their IMA (high, medium, low) in learning Real Analysis. In addition, based on medium IMA the improvement of mathematical CT ability of students who were exposed to RTL model with informal argument was greater than that of students who were exposed to CI (conventional instruction). There was also no effect of interaction between RTL model and CI model with both (high, medium, and low) IMA increased mathematical CT ability. Finally, based on (high, medium, and low) IMA there was a significant improvement in the achievement of all indicators of mathematical CT ability of students who were exposed to RTL model with informal argument than that of students who were exposed to CI.

  15. Task design for improving students’ engagement in mathematics learning

    Science.gov (United States)

    Khairunnisa

    2018-01-01

    This article analysed the importance of task design as one of the instruments in the learning and its application in several studies. Through task design, students engage in learning caused them enthusiastically in expressing ideas, opinion or knowledge of them. Thus, the teacher was able to gain an idea of knowledge belonging to students. By using this information, teachers are able to develop the thinking ability of students.

  16. Promoting students’ mathematical problem-solving skills through 7e learning cycle and hypnoteaching model

    Science.gov (United States)

    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).

  17. Is There Gender Difference between Learning Disabled Students' Performances in Mathematical Activities? (Case Study

    Directory of Open Access Journals (Sweden)

    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.

  18. Pro deep learning with TensorFlow a mathematical approach to advanced artificial intelligence in Python

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    Pattanayak, Santanu

    2017-01-01

    Deploy deep learning solutions in production with ease using TensorFlow. You'll also develop the mathematical understanding and intuition required to invent new deep learning architectures and solutions on your own. Pro Deep Learning with TensorFlow provides practical, hands-on expertise so you can learn deep learning from scratch and deploy meaningful deep learning solutions. This book will allow you to get up to speed quickly using TensorFlow and to optimize different deep learning architectures. All of the practical aspects of deep learning that are relevant in any industry are emphasized in this book. You will be able to use the prototypes demonstrated to build new deep learning applications. The code presented in the book is available in the form of iPython notebooks and scripts which allow you to try out examples and extend them in interesting ways. You will be equipped with the mathematical foundation and scientific knowledge to pursue research in this field and give back to the community.

  19. 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,...

  20. 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...

  1. The Impact of Video Games in Children-s Learning of Mathematics

    OpenAIRE

    Muhammad Ridhuan Tony Lim Abdullah; Zulqarnain Abu Bakar; Razol Mahari Ali; Ibrahima Faye; Hilmi Hasan

    2012-01-01

    This paper describes a research project on Year 3 primary school students in Malaysia in their use of computer-based video game to enhance learning of multiplication facts (tables) in the Mathematics subject. This study attempts to investigate whether video games could actually contribute to positive effect on children-s learning or otherwise. In conducting this study, the researchers assume a neutral stand in the investigation as an unbiased outcome of the study would render reliable respons...

  2. The application of brain-based learning principles aided by GeoGebra to improve mathematical representation ability

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  4. Investigating the status of supplementary tuition in the teaching and learning of mathematics

    Directory of Open Access Journals (Sweden)

    David Mogari

    2009-09-01

    Full Text Available The study seeks to investigate the status of supplementary tuition in the teaching and learning of mathematics and mathematical literacy. The study followed a descriptive survey design involving the use of learner and teacher questionnaires. A convenient sample of mathematics and mathematical literacy teachers together with a stratified sample of their Grade 11 learners were drawn from a purposive sample of highperforming high schools in the East London district of the Eastern Cape, South Africa. The results show that supplementary tuition is popular, especially among girls, and it is in three forms (i.e. private tuition, vacation school and problem-solving classes: Problemsolving classes dominated by working on past/model examination papers is the most preferred; in some instances supplementary tuition is offered for a fee; it is not only confined to poor performing learners; and participation in supplementary tuition is influenced by a variety of factors.

  5. What Is the Long-Run Impact of Learning Mathematics During Preschool?

    Science.gov (United States)

    Watts, Tyler W; Duncan, Greg J; Clements, Douglas H; Sarama, Julie

    2018-03-01

    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 at age 4 is associated with a 0.24-SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., ) using national data sets. Implications for developmental theory and practice are discussed. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  6. Motor-enriched learning activities can improve mathematical performance in preadolescent children

    DEFF Research Database (Denmark)

    Beck, Mikkel Malling; Lind, Rune Rasmussen; Geertsen, Svend Sparre

    2016-01-01

    Objective: An emerging field of research indicates that physical activity can benefit cognitive functions and academic achievements in children. However, less is known about how academic achievements can benefit from specific types of motor activities (e.g., fine and gross) integrated into learning......-enriched mathematical teaching in Danish preadolescent children (n = 165, age = 7.5 ± 0.02 years). Three groups were included: a control group (CON), which received non-motor enriched conventional mathematical teaching, a fine motor math group (FMM) and a gross motor math group (GMM), which received mathematical.......73 correct answers (p = 0.04) and FMM 2.14 ± 0.72 correct answers (p = 0.008). These effects were not observed in low math-performers. The effects were partly accounted for by visuo-spatial short-term memory and gross motor skills. Conclusion: The study demonstrates that motor enriched learning activities...

  7. Teachers' Understanding of the Role of Executive Functions in Mathematics Learning.

    Science.gov (United States)

    Gilmore, Camilla; Cragg, Lucy

    2014-09-01

    Cognitive psychology research has suggested an important role for executive functions, the set of skills that monitor and control thought and action, in learning mathematics. However, there is currently little evidence about whether teachers are aware of the importance of these skills and, if so, how they come by this information. We conducted an online survey of teachers' views on the importance of a range of skills for mathematics learning. Teachers rated executive function skills, and in particular inhibition and shifting, to be important for mathematics. The value placed on executive function skills increased with increasing teaching experience. Most teachers reported that they were aware of these skills, although few knew the term "executive functions." This awareness had come about through their teaching experience rather than from formal instruction. Researchers and teacher educators could do more to highlight the importance of these skills to trainee or new teachers.

  8. Teachers' Understanding of the Role of Executive Functions in Mathematics Learning

    Science.gov (United States)

    Gilmore, Camilla; Cragg, Lucy

    2014-01-01

    Cognitive psychology research has suggested an important role for executive functions, the set of skills that monitor and control thought and action, in learning mathematics. However, there is currently little evidence about whether teachers are aware of the importance of these skills and, if so, how they come by this information. We conducted an online survey of teachers' views on the importance of a range of skills for mathematics learning. Teachers rated executive function skills, and in particular inhibition and shifting, to be important for mathematics. The value placed on executive function skills increased with increasing teaching experience. Most teachers reported that they were aware of these skills, although few knew the term “executive functions.” This awareness had come about through their teaching experience rather than from formal instruction. Researchers and teacher educators could do more to highlight the importance of these skills to trainee or new teachers. PMID:25674156

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

    Directory of Open Access Journals (Sweden)

    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.

  10. How International Studies Contributed to Educational Theory and Methods through Measurement of Opportunity to Learn Mathematics

    Science.gov (United States)

    Suter, Larry E.

    2017-01-01

    The international comparative studies in 1959 were conducted by International Association for the Evaluation of Educational Achievement (IEA) researchers who recognized that differences in student achievement measures in mathematics across countries could be caused by differences in curricula. The measurements of opportunity to learn (OTL) grew…

  11. What Australian Primary School Students Value in Mathematics Learning: A WIFI Preliminary Study

    Science.gov (United States)

    Seah, Wee Tiong; Barkatsas, Tasos

    2014-01-01

    Grades 5/6 students in Melbourne reported the valuing of "achievement," "open-endedness," "relevance," "humanism," "ICT," and "openness" most in mathematics learning. Although prior research suggested that students in East Asia valued "achievement" most as well, there was an…

  12. Effects of Game-Based Learning in an Opensim-Supported Virtual Environment on Mathematical Performance

    Science.gov (United States)

    Kim, Heesung; Ke, Fengfeng

    2017-01-01

    This experimental study was intended to examine whether the integration of game characteristics in the OpenSimulator-supported virtual reality (VR) learning environment can improve mathematical achievement for elementary school students. In this pre- and posttest experimental comparison study, data were collected from 132 fourth graders through an…

  13. Mathematical Learning Disabilities in Special Populations: Phenotypic Variation and Cross-Disorder Comparisons

    Science.gov (United States)

    Dennis, Maureen; Berch, Daniel B.; Mazzocco, Michele M. M.

    2009-01-01

    What is mathematical learning disability (MLD)? The reviews in this special issue adopt different approaches to defining the construct of MLD. Collectively, they demonstrate the current status of efforts to establish a consensus definition and the challenges faced in this endeavor. In this commentary, we reflect upon the proposed pathways to…

  14. Computer Mathematics Games and Conditions for Enhancing Young Children's Learning of Number Sense

    Science.gov (United States)

    Kermani, Hengameh

    2017-01-01

    Purpose: The present study was designed to examine whether mathematics computer games improved young children's learning of number sense under three different conditions: when used individually, with a peer, and with teacher facilitation. Methodology: This study utilized a mixed methodology, collecting both quantitative and qualitative data. A…

  15. Modeling Students' Problem Solving Performance in the Computer-Based Mathematics Learning Environment

    Science.gov (United States)

    Lee, Young-Jin

    2017-01-01

    Purpose: The purpose of this paper is to develop a quantitative model of problem solving performance of students in the computer-based mathematics learning environment. Design/methodology/approach: Regularized logistic regression was used to create a quantitative model of problem solving performance of students that predicts whether students can…

  16. The Effectiveness of Computer-Assisted Instruction for Teaching Mathematics to Students with Specific Learning Disability

    Science.gov (United States)

    Stultz, Sherry L.

    2013-01-01

    Using computers to teach students is not a new idea. Computers have been utilized for educational purposes for over 80 years. However, the effectiveness of these programs for teaching mathematics to students with specific learning disability is unclear. This study was undertaken to determine if computer-assisted instruction was as effective as…

  17. Connecting Expectations and Values: Students' Perceptions of Developmental Mathematics in a Computer-Based Learning Environment

    Science.gov (United States)

    Jackson, Karen Latrice Terrell

    2014-01-01

    Students' perceptions influence their expectations and values. According to Expectations and Values Theory of Achievement Motivation (EVT-AM), students' expectations and values impact their behaviors (Eccles & Wigfield, 2002). This study seeks to find students' perceptions of developmental mathematics in a mastery learning computer-based…

  18. Developing Learning Model Based on Local Culture and Instrument for Mathematical Higher Order Thinking Ability

    Science.gov (United States)

    Saragih, Sahat; Napitupulu, E. Elvis; Fauzi, Amin

    2017-01-01

    This research aims to develop a student-centered learning model based on local culture and instrument of mathematical higher order thinking of junior high school students in the frame of the 2013-Curriculum in North Sumatra, Indonesia. The subjects of the research are seventh graders which are taken proportionally random consisted of three public…

  19. The Application of Montessori Method in Learning Mathematics: An Experimental Research

    Science.gov (United States)

    Faryadi, Qais

    2017-01-01

    The prime objective of this research was to investigate whether the Montessori method of learning helped kindergarten pupils improve their mathematical proficiency, critical thinking and problem-solving skills, besides training them to be responsible learners. Quantitative, qualitative, and observational methods were employed in the investigation.…

  20. Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

    Science.gov (United States)

    van Es, Elizabeth A.; Cashen, Mary; Barnhart, Tara; Auger, Anamarie

    2017-01-01

    Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates' noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom…