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Sample records for understand learning mathematics

  1. DESIGN OF LEARNING MATERIALS ON LIMIT FUNCTION BASED MATHEMATICAL UNDERSTANDING

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    Muchamad Subali Noto

    2018-02-01

    Full Text Available In learning process, students are currently cannot be separated from learning difficulties, including the study material algebra limit function. It because the level of students' mathematical understanding regarding the material is still quite low. This study aimed to analyze the barriers to student learning, designing learning materials based on the material mathematics understanding algebra limit function is valid, determine teacher intervention during the implementation of learning materials and to analyze barriers to student learning after the implementation of learning materials. This research is a qualitative research study design using the form Didactical Design Research. Stages of research conducted: 1 analysis of the situation didactic before learning, 2 analysis of metapedadidatik and 3 the retrospective analysis. Data collection techniques used were tests, interviews, questionnaires, and documentation. The instrument used was a matter TKPM (Comprehension Mathematical Ability Test, interview, validation sheet materials, and documentation guidelines. Research results obtained are students experiencing obstacle to learning the material limit algebra functions. These obstacles are 1 students' difficulties in relating the material prerequisites to limit problems. 2 students can not write properly limit symbol, 3 students can not apply a limit theorem, 4 students are not able to determine the limit value at one point, and 5 students cannot determine the value of the limit at infinity. Learning materials that have been made have validation level of  with very valid criteria. The response was given when the student intervention, generally in accordance with response prediction so that interventions carried out in accordance with the design that has been made. After learning materials student learning obstacles implemented reduced/minimized.

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

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    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…

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

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    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…

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

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    Rippi Maya

    2011-07-01

    Full Text Available This paper reports findings of  a  post test experimental control group design conducted to investigate the role of modified Moore learning approach  on improving students’ mathematical understanding and proving abilities. Subject of study were 56 undergradute students of one state university in Bandung, who took advanced abstract algebra course. Instrument of study were a set test of mathematical understanding ability, a set test of mathematical proving ability, and a set of students’ opinion scale on modified Moore learning approach. Data were analyzed by using two path ANOVA. The study found that proof construction process was more difficult than mathematical understanding  task  for all students, and students still posed some difficulties on constructing mathematical proof task.  The study also found there were not differences  between students’  abilities on mathematical understanding and on proving abilities of  the both classes, and both abilities were classified as mediocre. However, in modified Moore learning approach class there were more students who got above average grades on mathematical understanding than those of conventional class. Moreover, students performed positive  opinion toward  modified Moore learning approach. They  were  active in questioning and solving problems, and in explaining their works in front of class as well, while students of conventional teaching prefered to listen to lecturer’s explanation. The study also found that there was no interaction between learning approach and students’ prior mathematics ability on mathematical understanding and proving abilities,  but  there were  quite strong  association between students’ mathematical understanding and proving abilities.Keywords:  modified Moore learning approach, mathematical understanding ability, mathematical proving ability. DOI: http://dx.doi.org/10.22342/jme.2.2.751.231-250

  5. Understanding in mathematics

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    Sierpinska, Anna

    1994-01-01

    The concept of understanding in mathematics with regard to mathematics education is considered in this volume, the main problem for mathematics teachers being how to facilitate their students'' understanding of the mathematics being taught.

  6. Motion sensors in mathematics teaching: learning tools for understanding general math concepts?

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    Urban-Woldron, Hildegard

    2015-05-01

    Incorporating technology tools into the mathematics classroom adds a new dimension to the teaching of mathematics concepts and establishes a whole new approach to mathematics learning. In particular, gathering data in a hands-on and real-time method helps classrooms coming alive. The focus of this paper is on bringing forward important mathematics concepts such as functions and rate of change with the motion detector. Findings from the author's studies suggest that the motion detector can be introduced from a very early age and used to enliven classes at any level. Using real-world data to present the main functions invites an experimental approach to mathematics and encourages students to engage actively in their learning. By emphasizing learning experiences with computer-based motion detectors and aiming to involve students in mathematical representations of real-world phenomena, six learning activities, which were developed in previous research studies, will be presented. Students use motion sensors to collect physical data that are graphed in real time and then manipulate and analyse them. Because data are presented in an immediately understandable graphical form, students are allowed to take an active role in their learning by constructing mathematical knowledge from observation of the physical world. By utilizing a predict-observe-explain format, students learn about slope, determining slope and distance vs. time graphs through motion-filled activities. Furthermore, exploring the meaning of slope, viewed as the rate of change, students acquire competencies for reading, understanding and interpreting kinematics graphs involving a multitude of mathematical representations. Consequently, the students are empowered to efficiently move among tabular, graphical and symbolic representation to analyse patterns and discover the relationships between different representations of motion. In fact, there is a need for further research to explore how mathematics teachers

  7. Mathematical Understanding and Proving Abilities: Experiment with Undergraduate Student by Using Modified Moore Learning Approach

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    Maya, Rippi; Sumarmo, Utari

    2011-01-01

    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. Subjects of study were 56 undergraduate students of one state university in Bandung, who took advanced abstract algebra course.…

  8. Learning Fractions by Splitting: Using Learning Analytics to Illuminate the Development of Mathematical Understanding

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    Martin, Taylor; Petrick Smith, Carmen; Forsgren, Nicole; Aghababyan, Ani; Janisiewicz, Philip; Baker, Stephanie

    2015-01-01

    The struggle with fraction learning in kindergarten through Grade 12 in the United States is a persistent problem and one of the major stumbling blocks to succeeding in higher mathematics. Research into this problem has identified several areas where students commonly struggle with fractions. While there are many theories of fraction learning,…

  9. Understanding engineering mathematics

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    Cox, Bill

    2001-01-01

    * Unique interactive style enables students to diagnose their strengths and weaknesses and focus their efforts where needed* Ideal for self-study and tutorial work, building from an initially supportive approach to the development of independent learning skills * Free website includes solutions to all exercises, additional topics and applications, guide to learning mathematics, and practice materialStudents today enter engineering courses with a wide range of mathematical skills, due to the many different pre-university qualifications studied. Bill Cox''s aim is for students to gain a thorough understanding of the maths they are studying, by first strengthening their background in the essentials of each topic. His approach allows a unique self-paced study style, in which students Review their strengths and weaknesses through self-administered diagnostic tests, then focus on Revision where they need it, to finally Reinforce the skills required.The book is structured around a highly successful ''transition'' ma...

  10. Learning Environments in Mathematics

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    Turner, Vanshelle E.

    2017-01-01

    Learning mathematics is problematic for most primary school age children because mathematics is rote and the memorization of steps rather than an approach to seeing relationships that builds inquiry and understanding. Therefore, the traditional "algorithmic" way of teaching mathematics has not fully prepared students to be critical…

  11. "Bigger Number Means You Plus!"--Teachers Learning to Use Clinical Interviews to Understand Students' Mathematical Thinking

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    Heng, Mary Anne; Sudarshan, Akhila

    2013-01-01

    This paper examines the perceptions and understandings of ten grades 1 and 2 Singapore mathematics teachers as they learned to use clinical interviews (Ginsburg, "Human Development" 52:109-128, 2009) to understand students' mathematical thinking. This study challenged teachers' pedagogical assumptions about what it means to teach for…

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

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    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…

  13. The Effect of Brain Based Learning on Second Grade Junior Students’ Mathematics Conceptual Understanding on Polyhedron

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    I Made Suarsana

    2017-06-01

    Full Text Available The aim of this study is to examine the effect of Brain Based Learning on second grade junior high school students’ conceptual understanding on polyhedron. This study was conducted by using post-test only control group quasi-experimental design. The subjects of this study were 148 students that divided into three classes. Two classes were taken as sample by using cluster random sampling technique. One of the classes was randomly selected as an experimental group and the other as control group. There were 48 students in experimental group and 51 students in control group. The data were collected with post-test which contained mathematical conceptual understanding on fractions. The post-test consisted of 8 essay question types.  The normality and variance homogeny test result showed that the scores are normally distributed and have no difference in variance. The data were analyzed by using one tailed t-test with significance level of 5%. The result of data analysis revealed that the value of t-test = 6,7096 greater than t-table = 1,987, therefore; the null hypothesis is rejected. There is positive effect of of Brain Based Learning on second grade junior students’ conceptual understanding in polyhedron.

  14. Life on the Number Line: Routes to Understanding Fraction Magnitude for Students with Difficulties Learning Mathematics

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    Gersten, Russell; Schumacher, Robin F.; Jordan, Nancy C.

    2017-01-01

    Magnitude understanding is critical for students to develop a deep understanding of fractions and more advanced mathematics curriculum. The research reports in this special issue underscore magnitude understanding for fractions and emphasize number lines as both an assessment and an instructional tool. In this commentary, we discuss how number…

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

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    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

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

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    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…

  17. UNDERSTANDING STUDENTS' OPINION ON CO-OPERATIVE LEARNING IMPLEMENTATION IN MATHEMATICS

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    Shefali Pandya

    2017-01-01

    The study seeks to understand students’ opinion about implementation of co-operative learning approach. An experiment on co-operative learning approach was conducted on 78 students of standard IX studying in schools affiliated to the SSC Board and with English as the medium of instruction. It has used one tool, namely, Co-operative Learning Implementation Opinionnaire. It was found that on the whole, students are substantially satisfied with the implementation of co-operative learning approac...

  18. The Impact of Mathematics Teachers' Effectiveness on Students' Learning in the Two Realms of: Knowledge and Understanding

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    Nafiseh Ramezani-Monfared

    2015-12-01

    Full Text Available Effective teachers focus on the students' appropriate academic achievement and have positive impact on their performance. The need to evaluate the effectiveness of teachers on students' performance and learning areas seems necessary. This study was conducted with the aim to investigate the effectiveness of mathematics teachers on the learning of high school second-grade female students. Considering this purpose, survey research method was used. The population of this study included female mathematics teachers of girl high schools as well as female high school students of the zone 1 of Qom city during the school year 2013-2014. In the present study, quasi-cluster sampling method was used and the second grade was selected from among all the grades of the high schools in zone 1 of Qom city, and the study was conducted on 15 female mathematics teachers in this grade and 359 female students of these teachers. Using a questionnaire and a mathematics test, Mann-Whitney statistical results showed that mathematics scores of students who had effective teachers, were lower in the realm of knowledge compared to the students who did not have effective teachers, and mathematics scores of students who had effective teachers, in the realm of understanding were higher, compared to the students who did not have effective teachers.

  19. Mathematics understanding and anxiety in collaborative teaching

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    Ansari, B. I.; Wahyu, N.

    2017-12-01

    This study aims to examine students’ mathematical understanding and anxiety using collaborative teaching. The sample consists of 51 students in the 7th-grade of MTs N Jeureula, one of the Islamic public junior high schools in Jeureula, Aceh, Indonesia. A test of mathematics understanding was administered to the students twice during the period of two months. The result suggests that there is a significant increase in mathematical understanding in the pre-test and post-test. We categorized the students into the high, intermediate, and low level of prior mathematics knowledge. In the high-level prior knowledge, there is no difference of mathematical understanding between the experiment and control group. Meanwhile, in the intermediate and low level of prior knowledge, there is a significant difference of mathematical understanding between the experiment and control group. The mathematics anxiety is at an intermediate level in the experiment class and at a high level in the control group. There is no interaction between the learning model and the students’ prior knowledge towards the mathematical understanding, but there are interactions towards the mathematics anxiety. It indicates that the collaborative teaching model and the students’ prior knowledge do not simultaneously impacts on the mathematics understanding but the mathematics anxiety.

  20. Machine Learning via Mathematical Programming

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    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...

  1. Subtypes and comorbidity in mathematical learning disabilities: Multidimensional study of verbal and visual memory processes is key to understanding.

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    Szűcs, D

    2016-01-01

    A large body of research suggests that mathematical learning disability (MLD) is related to working memory impairment. Here, I organize part of this literature through a meta-analysis of 36 studies with 665 MLD and 1049 control participants. I demonstrate that one subtype of MLD is associated with reading problems and weak verbal short-term and working memory. Another subtype of MLD does not have associated reading problems and is linked to weak visuospatial short-term and working memory. In order to better understand MLD we need to precisely define potentially modality-specific memory subprocesses and supporting executive functions, relevant for mathematical learning. This can be achieved by taking a multidimensional parametric approach systematically probing an extended network of cognitive functions. Rather than creating arbitrary subgroups and/or focus on a single factor, highly powered studies need to position individuals in a multidimensional parametric space. This will allow us to understand the multidimensional structure of cognitive functions and their relationship to mathematical performance. © 2016 Elsevier B.V. All rights reserved.

  2. Learning Mathematics through Programming

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    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....

  3. EFFECT OF MATHEMATICS LEARNING ON THE DEVELOPMENT OF MATHEMATICS CREATIVITY

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    Dr. Jyoti Sharma

    2017-01-01

    The paper presents an empirical study done in Indian classrooms to understand the effect of mathematics learning experiences on the development of mathematics creativity. The study was designed in two stages, at stage I, it was planned to find out scope, practice and promotion of creative thinking in mathematics classroom; teachers’ own engagements with creative mathematical task and teachers’ attitude towards mathematics creativity. Stage II was designed to find out responses of students and...

  4. Implementation of cooperative learning model type STAD with RME approach to understanding of mathematical concept student state junior high school in Pekanbaru

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    Nurhayati, Dian Mita; Hartono

    2017-05-01

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

  5. Understanding Mathematics: Some Key Factors

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    Ali, Asma Amanat; Reid, Norman

    2012-01-01

    Mathematics is well known as a subject area where there can be problems in terms of understanding as well as retaining positive attitudes. In a large study involving 813 school students (ages approximately 10-12) drawn from two different school systems in Pakistan, the effect of limited working memory capacity on performance in mathematics was…

  6. On Mathematical Understanding: Perspectives of Experienced Chinese Mathematics Teachers

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    Cai, Jinfa; Ding, Meixia

    2017-01-01

    Researchers have long debated the meaning of mathematical understanding and ways to achieve mathematical understanding. This study investigated experienced Chinese mathematics teachers' views about mathematical understanding. It was found that these mathematics teachers embrace the view that understanding is a web of connections, which is a result…

  7. e-Learning Mathematics

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    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...

  8. Design and Development Computer-Based E-Learning Teaching Material for Improving Mathematical Understanding Ability and Spatial Sense of Junior High School Students

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    Nurjanah; Dahlan, J. A.; Wibisono, Y.

    2017-02-01

    This paper aims to make a design and development computer-based e-learning teaching material for improving mathematical understanding ability and spatial sense of junior high school students. Furthermore, the particular aims are (1) getting teaching material design, evaluation model, and intrument to measure mathematical understanding ability and spatial sense of junior high school students; (2) conducting trials computer-based e-learning teaching material model, asessment, and instrument to develop mathematical understanding ability and spatial sense of junior high school students; (3) completing teaching material models of computer-based e-learning, assessment, and develop mathematical understanding ability and spatial sense of junior high school students; (4) resulting research product is teaching materials of computer-based e-learning. Furthermore, the product is an interactive learning disc. The research method is used of this study is developmental research which is conducted by thought experiment and instruction experiment. The result showed that teaching materials could be used very well. This is based on the validation of computer-based e-learning teaching materials, which is validated by 5 multimedia experts. The judgement result of face and content validity of 5 validator shows that the same judgement result to the face and content validity of each item test of mathematical understanding ability and spatial sense. The reliability test of mathematical understanding ability and spatial sense are 0,929 and 0,939. This reliability test is very high. While the validity of both tests have a high and very high criteria.

  9. Mathematics of Deep Learning

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    Vidal, Rene; Bruna, Joan; Giryes, Raja; Soatto, Stefano

    2017-01-01

    Recently there has been a dramatic increase in the performance of recognition systems due to the introduction of deep architectures for representation learning and classification. However, the mathematical reasons for this success remain elusive. This tutorial will review recent work that aims to provide a mathematical justification for several properties of deep networks, such as global optimality, geometric stability, and invariance of the learned representations.

  10. Understanding connections in the school mathematics curriculum

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    Willy Mwakapenda

    2008-05-01

    Full Text Available I identify and discuss ways in which different types of connections are described in the South African mathematics National Curriculum Statement and its related documents, particularly at the Further Education and Training (FET level. I argue that connections are central to the way the discipline of mathematics, its learning outcomes, and assessment standards are conceptualised. The notions of representation and integration are found to be key aspects in understanding connections in mathematics. Using these two notions, I then analyse connections in the National Curriculum Statement and its related documents. Finally, theoretical and practical implications of connections in the curriculum are identified.

  11. Advanced Mathematical Thinking and Students' Mathematical Learning: Reflection from Students' Problem-Solving in Mathematics Classroom

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    Sangpom, Wasukree; Suthisung, Nisara; Kongthip, Yanin; Inprasitha, Maitree

    2016-01-01

    Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students' inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In…

  12. Financial Mathematics Learning

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    Pérez Briceño , Juan Carlos; Iñiguez Ortega , Andrea; León Pineda , Sergio Mauricio

    2017-01-01

    International audience; This article is part of learning in financial mathematics students who are studying at the National University of Loja. He made a slight historical review, indicating the necessary application of mathematics in the field of finance and training in this area, carried out an analysis of the current situation, conceptualizes and analyzes the importance to other subjects, a review of the most important contents and formulas it is done, so we can get to conclude why studyin...

  13. Mathematical Understanding of the Underprivileged Students through GeoGebra

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    Amam, A.; Fatimah, A. T.; Hartono, W.; Effendi, A.

    2017-09-01

    A student’s mathematical understanding in high school from poor families in the district of Ciamis is still low. After reviews the various literature and earlier research, consequently, researchers convince that learning mathematics with GeoGebra can help students improve for the better understanding. Our long-term goal of this research is to support the implementation of new curriculum, namely ICT-based learning mathematics. Another goal is to give a basic mastery skill regarding mathematics software to students from underprivileged families. Moreover, the specific objective of this study is to examine the students’ mathematical understanding from underprivileged families after the implementation of learning with GeoGebra. We use a quantitative comparative research method to determine differences in the mathematical understanding of students’ from underprivileged families before and after mathematics learning with GeoGebra. Accordingly, the students of senior high school from underprivileged family in Baregbeg, Ciamis district, are the population of this study. This research is using purposive sampling. The instrument is in the form of a test question, which is the test of mathematical understanding. Research results show that the mathematical understanding students’ from underprivileged families after the mathematics learning with GeoGebra becomes better than before. The novelty of this research is that students understand the material of trigonometry through the use of modules, aided by GeoGebra in learning activities. Thus, the understanding has an impact on improving students’ mathematical understanding. Students also master the use of GeoGebra Software. Implementing these two things will be very useful for the next lesson.

  14. The motivation of lifelong mathematics learning

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    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.

  15. Students’ mathematical learning in modelling activities

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    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...... 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....

  16. Improving students’ understanding of mathematical concept using maple

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    Ningsih, Y. L.; Paradesa, R.

    2018-01-01

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

  17. Understanding Understanding Mathematics. Artificial Intelligence Memo No. 488.

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    Michener, Edwina Rissland

    This document is concerned with the important extra-logical knowledge that is often outside of traditional discussions in mathematics, and looks at some of the ingredients and processes involved in the understanding of mathematics. The goal is to develop a conceptual framework in which to talk about mathematical knowledge and to understand the…

  18. GeoGebra Tool for Building Conceptual Understanding in Mathematics

    Directory of Open Access Journals (Sweden)

    Daniela Velichová

    2010-05-01

    Full Text Available At the beginning of the 3rd millennium we are facing dramatic changes in the basic nature of teaching and learning strategies caused by massive use of new ICT. We can benefit from this development in general, and in mathematics especially, as currently available dynamic and visual learning environments as software GeoGebra could affect our perspective in terms of the content and comprehension of mathematics education. Few ideas are presented on how GeoGebra can be used as tool for creating cognitive connections between different representations of mathematical concepts, which form the necessary background for better conceptual understanding, steady knowledge and mathematical literacy.

  19. Promoting the Understanding of Mathematics in Physics at Secondary Level

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    Thompson, Alaric

    2016-01-01

    This article explores some of the common mathematical difficulties that 11- to 16-year-old students experience with respect to their learning of physics. The definition of "understanding" expressed in the article is in the sense of transferability of mathematical skills from topic to topic within physics as well as between the separate…

  20. Discovery Learning for Mathematical Literacy Ability

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    Tokada, D.; Herman, T.; Suhendra

    2017-09-01

    The background of this research is students’ mathematical literacy ability which is still less so most students find difficulty in solving mathematical problem in daily life. Learning which tend to be teacher centered not give change to students to develop their own ideas so the students do not master the concept well. Discovery learning is one of learning which train students how to discover mathematical concept and to train students to express their ideas. This study is quasi experimental study which is aimed to find out the enhancement of mathematical literacy ability of eighth grade students with discovery learning. This research used nonequivalent control group design. The population in this research were all students of the eight grade Junior High School in Tana Toraja. This research conclude that mathematics learning with discovery learning method in eight grade students of Junior High School can enhance the ability of mathematical literacy more significant. Discovery learning give change to students to construct their own knowledge so they can understand mathematical problem until its solution.

  1. Transformative Learning: Personal Empowerment in Learning Mathematics

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    Hassi, Marja-Liisa; Laursen, Sandra L.

    2015-01-01

    This article introduces the concept of personal empowerment as a form of transformative learning. It focuses on commonly ignored but enhancing elements of mathematics learning and argues that crucial personal resources can be essentially promoted by high engagement in mathematical problem solving, inquiry, and collaboration. This personal…

  2. Why Is the Learning of Elementary Arithmetic Concepts Difficult? Semiotic Tools for Understanding the Nature of Mathematical Objects

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    Godino, Juan D.; Font, Vicenc; Wilhelmi, Miguel R.; Lurduy, Orlando

    2011-01-01

    The semiotic approach to mathematics education introduces the notion of "semiotic system" as a tool to describe mathematical activity. The semiotic system is formed by the set of signs, the production rules of signs and the underlying meaning structures. In this paper, we present the notions of system of practices and configuration of objects and…

  3. Enhancing Students’ Interest through Mathematics Learning

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    Azmidar, A.; Darhim, D.; Dahlan, J. A.

    2017-09-01

    A number of previous researchers indicated that students’ mathematics interest still low because most of them have perceived that mathematics is very difficult, boring, not very practical, and have many abstract theorems that were very hard to understand. Another cause is the teaching and learning process used, which is mechanistic without considering students’ needs. Learning is more known as the process of transferring the knowledge to the students. Let students construct their own knowledge with the physical and mental reflection that is done by activity in the new knowledge. This article is literature study. The purpose of this article is to examine the Concrete-Pictorial-Abstract approach in theoretically to improve students’ mathematics interest. The conclusion of this literature study is the Concrete-Pictorial-Abstract approach can be used as an alternative to improve students’ mathematics interest.

  4. 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...

  5. THE POWER OF GAMES TO LEARN MATHEMATICS: AN OVERVIEW

    Directory of Open Access Journals (Sweden)

    Ariyadi Wijaya

    2012-02-01

    Full Text Available The central principle of Realistic Mathematics Education is that the learning of mathematics needs to be laid on meaningful situation; either meaningful problems or activities. Many researches found that activities of game playing are meaningful to students and can be effective tools for enhancing learning and understanding of complex subject matter. Consequently, this article focuses on the benefit of games to support the learning of mathematics and the role of teacher in conducting game-based learning. Keywords : Realistic Mathematics Education, game-based learning, the role of teacher

  6. 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…

  7. Examining What Teachers Do When They Display Their Best Practice: Teaching Mathematics for Understanding

    Science.gov (United States)

    Silver, Edward

    2010-01-01

    Despite several decades of research in psychology and mathematics education pointing to the importance of learning mathematics with understanding, other research on teachers' instructional practice in mathematics classrooms has found a remarkably consistent characterization of mathematics teaching in the United States as generally doing little to…

  8. 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.

  9. Understanding Mathematics Classroom Teaching: Hermeneutics Inquiry

    Science.gov (United States)

    Wang, Xiong

    2015-01-01

    In order to understand meaning of mathematics classroom teaching, this paper uses narrative to present the meaning through hermeneutics inquiry from the author's research experiences. There are two threads in the research experience: research on classroom teaching and students' understanding in classroom teaching. The narrative provides not only a…

  10. 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)

  11. Examining Students' Mathematical Understanding of Geometric Transformations Using the Pirie-Kieren Model

    Science.gov (United States)

    Gülkilika, Hilal; Ugurlu, Hasan Hüseyin; Yürük, Nejla

    2015-01-01

    Students should learn mathematics with understanding. This is one of the ideas in the literature on mathematics education that everyone supports, from educational politicians to curriculum developers, from researchers to teachers, and from parents to students. In order to decide whether or not students understand mathematics we should first…

  12. 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…

  13. 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.

  14. Understanding Number Sequences Leads to Understanding Mathematics Concepts

    Science.gov (United States)

    Pasnak, Robert; Schmerold, Katrina Lea; Robinson, Melissa Fetterer; Gadzichowski, K. Marinka; Bock, Allison M.; O'Brien, Sarah Eva; Kidd, Julie K.; Gallington, Deb A.

    2016-01-01

    Ninety-six first grade students in an urban school system were tested in October and May on reading, mathematics, and their understanding of sequences of letters and numbers. A time lag analysis was subsequently conducted. In such analyses, cross-correlations between the first measurement of one variable and the second measurement of another are…

  15. 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…

  16. 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…

  17. Contribution of Auditory Learning Style to Students’ Mathematical Connection Ability

    Science.gov (United States)

    Karlimah; Risfiani, F.

    2017-09-01

    This paper presents the results of the research on the relation of mathematical concept with mathematics, other subjects, and with everyday life. This research reveals study result of the students who had auditory learning style and correlates it with their ability of mathematical connection. In this research, the researchers used a combination model or sequential exploratory design method, which is the use of qualitative and quantitative research methods in sequence. The result proves that giving learning facilities which are not suitable for the class whose students have the auditory learning style results in the barely sufficient math connection ability. The average mathematical connection ability of the auditory students was initially in the medium level of qualification. Then, the improvement in the form of the varied learning that suited the auditory learning style still showed the average ability of mathematical connection in medium level of qualification. Nevertheless, there was increase in the frequency of students in the medium level of qualification and decrease in the very low and low level of qualification. This suggests that the learning facilities, which are appropriate for the student’s auditory learning style, contribute well enough to the students’ mathematical connection ability. Therefore, the mathematics learning for students who have an auditory learning style should consist of particular activity that is understanding the concepts of mathematics and their relations.

  18. 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…

  19. 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…

  20. Learning mathematics outside the classroom

    DEFF Research Database (Denmark)

    Mogensen, Arne

    The topic for the research to be reported here is outdoor teaching integrating mathematics as part of a larger Danish research project 'Development of outdoor education' involving 30+ schools that get advice for their development of outdoor education on a current basis - and as reported here - also...... 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...... collected by observations, videos, interviews and questionnaires during 10 visits to four schools differing in size and settings 2015-16. A presentation will include: A. Categorization of format and content of lessons observed. B. Description and analysis of pupils' experiences as documented in interviews...

  1. How Chinese learn mathematics perspectives from insiders

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    Ngai-Ying, Wong; Lianghuo, Fan; Shiqi, Li

    2004-01-01

    The book has been written by an international group of very active researchers and scholars who have a passion for the study of Chinese mathematics education. It aims to provide readers with a comprehensive and updated picture of the teaching and learning of mathematics involving Chinese students from various perspectives, including the ways in which Chinese students learn mathematics in classrooms, schools and homes, the influence of the cultural and social environment on Chinese students' mathematics learning, and the strengths and weaknesses of the ways in which Chinese learn mathematics. Furthermore, based on the relevant research findings, the book explores the implications for mathematics education and offers sound suggestions for reform and improvement. This book is a must for anyone who is interested in the teaching and learning of mathematics concerning Chinese learners.

  2. Teaching with Procedural Variation: A Chinese Way of Promoting Deep Understanding of Mathematics

    Science.gov (United States)

    Lai, Mun Yee; Murray, Sara

    2012-01-01

    In mathematics education, there has been tension between deep learning and repetitive learning. Western educators often emphasize the need for students to construct a conceptual understanding of mathematical symbols and rules before they practise the rules (Li, 2006). On the other hand, Chinese learners tend to be oriented towards rote learning…

  3. 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.

  4. 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.

  5. 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,…

  6. Social Representations as Mediators of Mathematics Learning in Multiethnic Classrooms

    Science.gov (United States)

    Gorgorio, Nuria; Planas, Nuria

    2005-01-01

    Drawing on socio-cultural theory, we understand the norms regulating the practices within the mathematics classroom as resulting from the social representations of the socially dominant groups and of the school culture related to what constitutes learning mathematics. Immigrant students, having their own personal histories as members of particular…

  7. Learning via problem solving in mathematics education

    Directory of Open Access Journals (Sweden)

    Piet Human

    2009-09-01

    problem-solving movement, over the last twenty years, mathematics educators around the world started increasingly to appreciate the role of social interaction and mathematical discourse in classrooms, and to take into consideration the infl uence of the social, socio-mathematical and mathematical norms established in classrooms. This shift away from an emphasis on individualised instruction towards classroom practices characterised by rich and focused social interaction orchestrated by the teacher, became the second element, next to problem-solving, of what is now known as the “reform agenda”. Learning and teaching by means of problem-solving in a socially-interactive classroom, with a strong demand for conceptual understanding, is radically different from traditional expository teaching. However, contrary to commonly-held misunderstandings, it requires substantial teacher involvement. It also requires teachers to assume a much higher level of responsibility for the extent and quality of learning than that which teachers tended to assume traditionally. Over the last 10 years, teaching for and via problem solving has become entrenched in the national mathematics curriculum statements of many countries, and programs have been launched to induce and support teachers to implement it. Actual implementation of the “reform agenda” in classrooms is, however, still limited. The limited implementation is ascribed to a number of factors, including the failure of assessment practices to accommodate problem solving and higher levels of understanding that may be facilitated by teaching via problem solving, lack of clarity about what teaching for and via problem solving may actually mean in practice, and limited mathematical expertise of teachers. Some leading mathematics educators (for example, Schoenfeld, Stigler and Hiebert believe that the reform agenda specifi es classroom practices that are fundamentally foreign to culturally embedded pedagogical traditions, and hence

  8. Mathematical vs. conceptual understanding: Where do we draw the line?

    Science.gov (United States)

    Sadaghiani, Homeyra; Aguilera, Nicholas

    2013-01-01

    This research involved high school physics students and how they learn to understand Newton's laws as they relate to falling bodies and projectile motion. Students in introductory, algebra-based, high school physics classes were evaluated based on their prior knowledge through a pretest, designed to assess their initial comprehension of the motion of falling bodies and projectiles. Groups were divided and taught separately with an emphasis on either mathematical derivation of equations, followed by brief conceptual discussions, or on thorough conceptual analysis, followed by a brief mathematical verification. After a posttest was given, an evaluation of the responses and explanations of each group of students was used to determine which method of instruction was more effective. Results indicate that after the conceptual group and math groups achieved similar scores on the pretest, the conceptual group obtained a slightly higher normalized gain of 25% on the posttest, compared to the mathematical group's normalized gain of 16% (unpaired two-tailed t-test P value for posttest results was 0.1037) and, while within standard deviations, also achieved higher overall scores on all posttest questions and higher normalized gains on all but one posttest question. Further, most students, even thoes in the mathematically-instructed group, were more inclined to give conceptually-based responses on postest questions than mathematically-based ones. In the context of this topic, the dominating difficulty for both groups was in analyzing two-dimensional projectile motion and, more specifically, the behavior of each onedimensional component of such motion.

  9. 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.

  10. Connecting mathematics learning through spatial reasoning

    Science.gov (United States)

    Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent

    2017-07-01

    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.

  11. 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…

  12. Relationships between Learning Environment and Mathematics Anxiety

    Science.gov (United States)

    Taylor, Bret A.; Fraser, Barry J.

    2013-01-01

    We investigated relationships between the learning environment and students' mathematics anxiety, as well as differences between the sexes in perceptions of learning environment and anxiety. A sample of 745 high-school students in 34 different mathematics classrooms in four high schools in Southern California was used to cross-validate the What Is…

  13. 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.

  14. 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.

  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. Characterizing Students' Understandings of Mathematical Proof.

    Science.gov (United States)

    Knuth, Eric J.; Elliott, Rebekah L.

    1998-01-01

    Discusses the characteristics of students' responses in terms of mathematical sophistication demonstrated that might be expected as they engage in a rich mathematical task that requires them to justify their solutions. (ASK)

  17. Understanding the Chinese Approach to Creative Teaching in Mathematics Classrooms

    Science.gov (United States)

    Niu, Weihua; Zhou, Zheng; Zhou, Xinlin

    2017-01-01

    Using Amabile's componential theory of creativity as a framework, this paper analyzes how Chinese mathematics teachers achieve creative teaching through acquiring in-depth domain-specific knowledge in mathematics, developing creativity-related skills, as well as stimulating student interest in learning mathematics, through well-crafted,…

  18. Strengthening Islamic character through Mathematics learning

    Directory of Open Access Journals (Sweden)

    Muhammad Istiqlal

    2018-01-01

    Full Text Available The concept of mathematics learning which is integrated with Islamic character education is still limited; this is one of logical reasons why this research is conducted. The basic motivation of carrying out this research is to describe a concept of mathematics learning which is contextualized with Islamic character education. This research aims at describing concept of mathematics learning which is integrated with Islamic character education. This research uses a qualitative approach by emphasizing its analysis on the comparative inference process as well as on phenomena relationship dynamics observed by using scientific logic. Qualitative research is an approach that produces descriptive data in the form of written words from observed people that are not written in terms used in quantitative research. Research method used in this study is case study in which the researcher is trying to find out how the process of strengthening Islamic character through mathematics learning. This research was carried out at MA Nurul Ummah Kotagede Yogyakarta which has innovatively implemented mathematics learning using various methods through interactive learning multimedia which is integrated with strengthening Islamic character. Research finding showed that strengthening Islamic character through mathematics learning at MA Nurul Ummah is integrated into several aspects, namely learning methods, learning materials, and all aspect directly related to learning process in the classroom including putting statement of honesty on the answer sheet and giving reward and punishment to students.

  19. Special Issue on Digital Games for Learning Mathematics

    Directory of Open Access Journals (Sweden)

    Alessandro De Gloria

    2015-02-01

    Full Text Available Given the huge relevance of mathematics, for both reasoning and applications, it is important to develop more engaging and effective methods that can be used to enhance children’s conceptual understanding of mathematics, develop mathematical thinking processes and improve arithmetical skills. Digital games provide interesting possibilities to support these goals and one can easily find great deal of online games and apps targeted for learning mathematics. This spoecial issue is devoted to present leading-edge research and perspectives in the field.

  20. 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.

  1. 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.

  2. Using Cooperative Teams-Game-Tournament in 11 Religious School to Improve Mathematics Understanding and Communication

    Science.gov (United States)

    Veloo, Arsaythamby; Md-Ali, Ruzlan; Chairany, Sitie

    2016-01-01

    Purpose: This paper was part of a larger study which looked into the effect of implementing Cooperative Teams-Games-Tournament (TGT) on understanding of and communication in mathematics. The study had identified the main and interaction effect of using Cooperative TGT for learning mathematics in religious secondary school classrooms. A…

  3. Problem based learning to improve proportional reasoning of students in mathematics learning

    Science.gov (United States)

    Misnasanti, Utami, Ratna Widianti; Suwanto, Fevi Rahmawati

    2017-08-01

    This paper reviews about the using of Problem Based Learning (PBL) to improve proportional reasoning of students in mathematics learning. Mathematics is one of the subjects at school which generally has a goal to help students preparing themselves in this growth century. To achieve the goal of mathematics learning, student's good reasoning is needed as the base of mathematics itself. This reasoning is an ability to think through logic ideas about mathematics concept. One of reasoning mathematics ability is the proportional reasoning. Proportional reasoning is knowing the multiplicative relationship between the base ratio and the proportional situation to which it's applied. Proportional reasoning is important to have by students in learning mathematics. Many topics within the school mathematics require knowledge and understanding of ratio and proportion, for examples problem solving and calculation activities in domains involving scale, probability, percent, rate, trigonometry, equivalence, measurement, the geometry of plane shapes, algebra are assisted through ratio and proportion knowledge. But, the mastership of proportional reasoning ability, of course, can't be apart from teacher's role. In learning, a teacher has to choose and apply the right model so that it can improve the proportional reasoning ability of students. One of the alternative ways which could be applied to improve proportional reasoning ability of students is by applying PBL Model. Applying PBL which based on problem indirectly has trained students to solve every problem in front of them. Thus, applying PBL can improve mathematics proportional reasoning of students in mathematics learning.

  4. Collaborative and Cooperative Learning in Malaysian Mathematics Education

    Directory of Open Access Journals (Sweden)

    Rohani Ahmad Tarmizi

    2012-07-01

    Full Text Available 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 social harmony among students of different ethnic backgrounds. Besides academic achievement, process skills and values are required to extend the social harmony among students in today’s multiethnic schools. Therefore, teachers are expected to find the pedagogy that enables students to learn academic knowledge and professional skills to face the challenges in their everyday lives. The Malaysian scholars, based on the findings of their cooperative learning studies, emphasized the use of cooperative learning as an effective pedagogy with the aim to improve students’ mathematics achievement and communication skills. This paper describes the role of collaborative and cooperative learning to the development of students’ mathematics achievement along with their communication skills and with significant integration of values in Malaysian mathematics education.  Keywords:  Cooperative learning, mathematics education, academic achievement and skills, Malaysia. DOI: http://dx.doi.org/10.22342/jme.3.2.569.103-114

  5. Cooperative Learning in the Secondary Mathematics Classroom.

    Science.gov (United States)

    Whicker, Kristina M.; Bol, Linda; Nunnery, John A.

    1997-01-01

    Investigated the effects of cooperative learning on secondary students' mathematics achievement and attitudes. In one class, students used cooperative-learning groups. In a second class, students studied independently. Results from a student survey and students' chapter test scores indicated that students who used cooperative learning had…

  6. The influence of Missouri mathematics project on seventh grade students’ mathematical understanding ability

    Science.gov (United States)

    Rezeki, S.; Setyawan, A. A.; Amelia, S.

    2018-01-01

    Mathematical understanding ability is a primary goal of Indonesian national education goals. However, various sources has shown that Indonesian students’ mathematical understanding ability is still relatively low. This study used quasi-experimental research design to examine the effectiveness of the application of Missouri Mathematics Project (MMP) on students’ mathematical understanding ability. The participants of the study were seventh grade students in Pekanbaru, Riau Province, Indonesia. They were selected purposively and represented as high, medium, and low-quality schools. The result of this study indicated that there was a significant effect of MMP on the overall students’ mathematical understanding ability and in all categories, except for low school level.

  7. Learning and Assessing Mathematics through Reading and Writing

    Science.gov (United States)

    Bosse, Michael J.; Faulconer, Johna

    2008-01-01

    Students learn mathematics more effectively and more deeply when reading and writing is directed at learning mathematics. Although reading and writing in mathematics may necessitate more skills and practice to master, the mathematical learning derived from reading and writing mathematics far outweighs the burden it places on teachers and students.…

  8. 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...... developed to determine which implications were important for the didactical intervention of the design in the Quality in the subjects Danish and Mathematics (KiDM) project....

  9. 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.

  10. Writing to Learn Mathematics: An Update

    Science.gov (United States)

    Teuscher, Dawn; Kulinna, Pamala Hodges; Crooker, Carol

    2015-01-01

    This study investigated 309 secondary mathematics teachers', from 50 school districts, perceptions of Writing to Learn Mathematics (WTLM) strategies. A modified version of a previously validated instrument was used for an online survey (Silver, 1999). Only 45% of teachers who participated in the survey were familiar with WTLM. The majority of…

  11. CAS-Induced Difficulties in Learning Mathematics?

    Science.gov (United States)

    Jankvist, Uffe Thomas; Misfeldt, Morten

    2015-01-01

    In recent years computer algebra systems (CAS) have become an integrated part of the upper secondary school mathematics program. Despite the many positive possibilities of CAS, there also seems to be a flip side of the coin in relation to actual difficulties in learning mathematics, not least because a strong dependence on CAS for mathematical…

  12. 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…

  13. Prospective Teachers. Conceptions about Mathematics and its Teaching and Learning

    Directory of Open Access Journals (Sweden)

    Marcos Augusto Zapata

    2009-12-01

    Full Text Available Teachers' thinking and their activity in class constitute a means of understanding teaching. The interpretation of this thinking is one of the bases for designing education proposals in centres of initial and continuing teacher education. The work presented describes a study conducted with prospective teachers specializing in Mathematics and Physics in the Education Faculty of the University of Piura, Peru. The objective of the study was to identify their conceptions about mathematics and its teaching and learning.

  14. The effect of problem posing and problem solving with realistic mathematics education approach to the conceptual understanding and adaptive reasoning

    Science.gov (United States)

    Mahendra, Rengga; Slamet, Isnandar; Budiyono

    2017-12-01

    One of the difficulties of students in learning mathematics is on the subject of geometry that requires students to understand abstract things. The aim of this research is to determine the effect of learning model Problem Posing and Problem Solving with Realistic Mathematics Education Approach to conceptual understanding and students' adaptive reasoning in learning mathematics. This research uses a kind of quasi experimental research. The population of this research is all seventh grade students of Junior High School 1 Jaten, Indonesia. The sample was taken using stratified cluster random sampling technique. The test of the research hypothesis was analyzed by using t-test. The results of this study indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students' conceptual understanding significantly in mathematics learning. In addition tu, the results also showed that the model of Problem Solving learning with Realistic Mathematics Education Approach can improve students' adaptive reasoning significantly in learning mathematics. Therefore, the model of Problem Posing and Problem Solving learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on the subject of geometry so as to improve conceptual understanding and students' adaptive reasoning. Furthermore, the impact can improve student achievement.

  15. 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.

  16. Drawing as a tool for an insight into mathematical understanding

    Directory of Open Access Journals (Sweden)

    Alenka Lipovec

    2016-10-01

    Full Text Available Visual representations allow us to interpret the meanings of mathematical concepts, relationships and processes, therefore they play an important role in mathematics education. In the present study, we analysed participants’ understanding of basic mathematical concepts through drawings. Symbolic representation of mathematical concept was provided (e.g., 17 – 9 to participants and they were asked to represent the given concept through a picture. We were interested if high school students and future teachers (N = 345 adequately (in accordance with mathematical definition depicted given mathematical concept. The data were analysed using a combination of qualitative and quantitative analyses. The results show that participants quite adequately depicted basic mathematical concepts. Less abstract concepts were depicted more accurately. It was also noted, that 4th year students, studying to teach at primary level, have performed better than others. In qualitative content analysis two themes emerged. Those themes illustrate two ways of mathematical understanding (instrumental and relational and two types of mathematical knowledge (procedural and conceptual. The research results can serve researchers in the creation of new research instruments for measuring mathematical understanding and help teachers to find new approaches that will offer them an insight into students’ mathematical understanding.

  17. 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…

  18. Examining Preservice Elementary Mathematics Teachers' Understandings about Irrational Numbers

    Science.gov (United States)

    Guven, Bulent; Cekmez, Erdem; Karatas, Ilhan

    2011-01-01

    The purpose of this study is to provide an account of preservice elementary mathematics teachers' understandings about irrational numbers. Three dimensions of preservice mathematics teachers' understandings are examined: defining rational and irrational numbers, placing rational and irrational numbers on the number line, and operations with…

  19. 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....

  20. Profile of Metacognition of Mathematics and Mathematics Education Students in Understanding the Concept of Integral Calculus

    Science.gov (United States)

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

    2018-03-01

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

  1. The Effect of Cooperative Learning on Mathematics Learning Outcomes Viewed From Students' Learning Motivation

    OpenAIRE

    Razak, Firda

    2016-01-01

    This experimental research was aimed to reveal the effect of cooperative learning models viewed from the level of learning motivation on students’ learning achievement on mathematics. The data were analyzed using the Two-Way ANOVA. The conclusions of this study are: (1) there were effects of interaction between cooperative learning models (TPS and NHT) and learning motivation on mathematics learning achievement, (2) the mathematics learning achievement of students with high level of learning ...

  2. President's Report: Building Bridges of Mathematical Understanding for All Children.

    Science.gov (United States)

    Price, Jack

    1996-01-01

    Remarks adapted from the Presidential Address at the 74th Annual Meeting of the National Council of Teachers of Mathematics in April 1996 charge educators with believing that every student can learn mathematics, every teacher must have adequate support and professional development opportunities, and every parent must have a vested interest in…

  3. 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…

  4. Turning Points: Using Teachers' Mathematics Life Stories to Understand the Implementation of Mathematics Education Reform

    Science.gov (United States)

    Drake, Corey

    2006-01-01

    In this study, teachers' narrative descriptions of themselves as learners and teachers of mathematics were used to understand teachers' interpretations and implementations of a reform-oriented mathematics curriculum. Twenty elementary school teachers' mathematics life stories were categorized into six types, based on teachers' descriptions of both…

  5. 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.

  6. 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…

  7. 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.

  8. Mathematics for Parents: Facilitating Parents' and Children's Understanding in Mathematics.

    Science.gov (United States)

    Civil, Marta; Guevara, Cristi; Allexsaht-Snider, Martha

    The study examines ethnically and linguistically diverse parents' learning in an eight-week Math for Parents course on fractions, decimals and percentages. Analysis of classroom observations, interviews, focus groups, written feedback, videotapes, and task-based/clinical interviews provided rich data yielding findings about both parents' affective…

  9. Differences in the Mathematics-Vocabulary Knowledge of Fifth-Grade Students with and without Learning Difficulties

    Science.gov (United States)

    Forsyth, Suzanne R.; Powell, Sarah R.

    2017-01-01

    The purpose of this pilot study was to explore the impact of mathematics and reading learning difficulties on the mathematics-vocabulary understanding of fifth-grade students. Students (n = 114) completed three measures: mathematics computation, general vocabulary, and mathematics vocabulary. Based on performance on the mathematics computation and…

  10. Learning and Teaching Early Math: The Learning Trajectories Approach, 2nd Edition. Studies in Mathematical Thinking and Learning Series

    Science.gov (United States)

    Clements, Douglas H.; Sarama, Julie

    2014-01-01

    In this important book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help diagnose a child's level of mathematical understanding and provide guidance for teaching. By focusing on the inherent delight and curiosity behind young children's mathematical reasoning,…

  11. 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.

  12. Cooperative Distance Learning in Mathematics

    Science.gov (United States)

    Guimaraes, Luiz Carlos; Moraes, Thiago Guimaraes; Mattos, Francisco Roberto Pinto

    2005-01-01

    In this paper we report on two complementary research results. In the first we describe a tool that allows different modes of synchronous distance teaching of mathematics. In the second we report the preliminary results of a pilot study conducted using this tool to teach geometry, both with school students aged 14-15 and with undergraduate…

  13. Developing Understanding of Mathematical Modeling in Secondary Teacher Preparation

    Science.gov (United States)

    Anhalt, Cynthia Oropesa; Cortez, Ricardo

    2016-01-01

    This study examines the evolution of 11 prospective teachers' understanding of mathematical modeling through the implementation of a modeling module within a curriculum course in a secondary teacher preparation program. While the prospective teachers had not previously taken a course on mathematical modeling, they will be expected to include…

  14. The roles of games in teaching and learning of mathematics in junior ...

    African Journals Online (AJOL)

    ... the paper reveals that the use of games and activities can make the mathematics enjoyable. In the paper, practice, motivation, understanding and suppression of anxiety are some of the reasons behind the use of games in Mathematics teaching and learning. Since Mathematics is a dreaded subject, the paper concluded ...

  15. Investigating Task Design, Classroom Culture and Mathematics Learning: An Enactivist Approach

    Science.gov (United States)

    Lozano, Maria-Dolores

    2017-01-01

    In this paper I introduce a methodological approach that can be useful for investigating relationships between mathematics tasks, mathematical classroom cultures and mathematics learning. This proposal responds to a need, identified in the literature, for "further research which uses alternative methods to understand student perspectives more…

  16. 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

  17. Literature Review of Applying Visual Method to Understand Mathematics

    Directory of Open Access Journals (Sweden)

    Yu Xiaojuan

    2015-01-01

    Full Text Available As a new method to understand mathematics, visualization offers a new way of understanding mathematical principles and phenomena via image thinking and geometric explanation. It aims to deepen the understanding of the nature of concepts or phenomena and enhance the cognitive ability of learners. This paper collates and summarizes the application of this visual method in the understanding of mathematics. It also makes a literature review of the existing research, especially with a visual demonstration of Euler’s formula, introduces the application of this method in solving relevant mathematical problems, and points out the differences and similarities between the visualization method and the numerical-graphic combination method, as well as matters needing attention for its application.

  18. Understanding Immunology via Engineering Design: The Role of Mathematical Prototyping

    Directory of Open Access Journals (Sweden)

    David J. Klinke

    2012-01-01

    type 1 diabetes and the dynamics of dendritic cells in the lung. This paper is intended to illustrate some of the nuances associated with applying mathematical modeling to improve understanding of the dynamics of disease progression in humans.

  19. Exploring mathematics problems prepares children to learn from instruction.

    Science.gov (United States)

    DeCaro, Marci S; Rittle-Johnson, Bethany

    2012-12-01

    Both exploration and explicit instruction are thought to benefit learning in many ways, but much less is known about how the two can be combined. We tested the hypothesis that engaging in exploratory activities prior to receiving explicit instruction better prepares children to learn from the instruction. Children (159 second- to fourth-grade students) solved relatively unfamiliar mathematics problems (e.g., 3+5=4+□) before or after they were instructed on the concept of mathematical equivalence. Exploring problems before instruction improved understanding compared with a more conventional "instruct-then-practice" sequence. Prompts to self-explain did not improve learning more than extra practice. Microgenetic analyses revealed that problem exploration led children to more accurately gauge their competence, attempt a larger variety of strategies, and attend more to problem features-better preparing them to learn from instruction. Copyright © 2012 Elsevier Inc. All rights reserved.

  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. 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.

  2. Growing understanding of undergraduate mathematics: a good frame produces better tomatoes

    Science.gov (United States)

    Barton, Bill

    2011-10-01

    I lay a new theoretical framework across my own lecturing in order to understand what is happening. On the one hand, this is a test of the framework. On the other, I gain insights into both better practices and better course design. The framework constructs undergraduate teaching as the interaction between the discipline and the university pedagogical context. Overlaying this are three levels of teaching intent: pragmatic, epistemic, and heuristic. The resulting framework supports my growing understanding of lecturing practice. It also proves useful in analysing three characteristics of university mathematics: student responsibility for learning; enculturation of the discipline of mathematics; and the tyranny of examples. The framework is a tool for redesigning courses and developing delivery formats that are likely to enhance student learning and behaviour objectives of undergraduate mathematics. However, the analysis shows a deficiency of the framework in its paucity of attention to student learning in a university context. Extending the framework in this way is the next task.

  3. 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.

  4. 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.

  5. 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

  6. An assessment of mathematics classroom teaching- learning ...

    African Journals Online (AJOL)

    They were high achieving students in mathematics and science selected from different secondary schools in the two regions for the “talented students” outreach summer program in Bahir Dar University. The objective of the study was to assess whether the learning classroom environment was compliant with constructivism.

  7. Assessing the Opportunity to Learn Mathematics

    NARCIS (Netherlands)

    Harskamp, E.; Suhre, C.

    1994-01-01

    Research on education often faces the problem of measurement of the opportunity to learn. This is also the case with mathematics education. Researchers may choose either a retrospective measurement approach (e.g., a questionnaire) or an immediate recording approach (e.g.,logbooks). In the present

  8. 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…

  9. 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…

  10. 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…

  11. 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 ...

  12. 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.

  13. 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)…

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

    African Journals Online (AJOL)

    Admin

    KEYWORDS: Gender; learned helplessness; attitude towards mathematics; value attached to mathematics ... usefulness of mathematics is an important factor in determining whether students will elect or take mathematics class or desire for mathematics related career. Students .... affective behaviour of students in relation to.

  15. Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

    Directory of Open Access Journals (Sweden)

    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

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

    Directory of Open Access Journals (Sweden)

    Hamideh Jafari Koshkouei

    2016-09-01

    Full Text Available 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 measured by mathematics scores in the first semester of 1393-94 education year. Results obtained by data analysis indicated that the primary conceptual model of the research was an appropriate model and possesses good fitness. Therefore, influence of mathematics self-concept, motivation to learn mathematics and self-regulation learning on mathematics academic achievement was confirmed. On the other hand, it was revealed that mathematics self-concept had influence on motivation to learn mathematics, and motivation to learn mathematics had effect on self-regulation learning. Compared to motivation to learn mathematics and self-regulation learning, mathematics self-concept was a stronger predictor for mathematics academic achievement. Detailed analysis of variables' direct effects showed that mathematics self-concept had considerable direct influence on motivation to learn mathematics.

  17. An Investigation of Secondary Teachers’ Understanding and Belief on Mathematical Problem Solving

    Science.gov (United States)

    Yuli Eko Siswono, Tatag; Wachidul Kohar, Ahmad; Kurniasari, Ika; Puji Astuti, Yuliani

    2016-02-01

    Weaknesses on problem solving of Indonesian students as reported by recent international surveys give rise to questions on how Indonesian teachers bring out idea of problem solving in mathematics lesson. An explorative study was undertaken to investigate how secondary teachers who teach mathematics at junior high school level understand and show belief toward mathematical problem solving. Participants were teachers from four cities in East Java province comprising 45 state teachers and 25 private teachers. Data was obtained through questionnaires and written test. The results of this study point out that the teachers understand pedagogical problem solving knowledge well as indicated by high score of observed teachers‘ responses showing understanding on problem solving as instruction as well as implementation of problem solving in teaching practice. However, they less understand on problem solving content knowledge such as problem solving strategies and meaning of problem itself. Regarding teacher's difficulties, teachers admitted to most frequently fail in (1) determining a precise mathematical model or strategies when carrying out problem solving steps which is supported by data of test result that revealed transformation error as the most frequently observed errors in teachers’ work and (2) choosing suitable real situation when designing context-based problem solving task. Meanwhile, analysis of teacher's beliefs on problem solving shows that teachers tend to view both mathematics and how students should learn mathematics as body static perspective, while they tend to believe to apply idea of problem solving as dynamic approach when teaching mathematics.

  18. Fostering Mathematical Understanding through Physical and Virtual Manipulatives

    Science.gov (United States)

    Loong, Esther Yook Kin

    2014-01-01

    When solving mathematical problems, many students know the procedure to get to the answer but cannot explain why they are doing it in that way. According to Skemp (1976) these students have instrumental understanding but not relational understanding of the problem. They have accepted the rules to arriving at the answer without questioning or…

  19. 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

  20. 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.

  1. Self-Regulation in Learning Mathematics Online: Implications for Supporting Mathematically Gifted Students with or without Learning Difficulties

    Science.gov (United States)

    Fung, Joyce J. Y.; Yuen, Mantak; Yuen, Allan H. K.

    2014-01-01

    This article reviews relevant literature that addresses the issue of self-regulated online mathematics learning for mathematically gifted students. The definition of self-regulated learning is explored, together with a discussion of its important role in online mathematics education. The evidence strongly supports the value of online learning as a…

  2. 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.

  3. 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.

  4. 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,…

  5. 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…

  6. Mathematics Self-Efficacy and Mistake-Handling Learning as Predictors of Mathematics Anxiety

    Science.gov (United States)

    Aksu, Zeki; Ozkaya, Merve; Gedik, Solmaz Damla; Konyalioglu, Alper Cihan

    2016-01-01

    This study aims to analyze the relationship between secondary school seventh grade students' perception of mathematical self-efficacy, mistake-handling learning awareness, and mathematical anxiety; and to define the power of mistake-handling learning and self-efficacy in predicting mathematical anxiety. In this study, relational model was used and…

  7. The relation between learning mathematics and students' competencies in undesrtanding texts

    Science.gov (United States)

    Hapipi, Azmi, Syahrul; Sripatmi, Amrullah

    2017-08-01

    This study was a descriptive study that aimed to gain an overview on the relation between learning mathematics and students' competencies in understanding texts. This research was classified as an ex post facto study due in part to the variable studied is the variable that was already happening. While the technique of taking the sample using stratified proportional sampling techniques. These techniques have been selected for the condition of the population, in the context of learning mathematics, diverse and also tiered. The results of this study indicate that there is a relationship between learning mathematics and students' competencies in understanding texts.

  8. 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…

  9. Forming Positive Identities to Enhance Mathematics Learning among Adolescents

    Science.gov (United States)

    Mkhize, Duduzile Rosemary

    2017-01-01

    Learners' participation in mathematics decreases during their transition from primary to high school. This is despite adolescents' cognitive growth equipping them with enhanced cognitive ability; to learn mathematics. Hence low participation in mathematics does not result from cognitive deficiency. Rather, lack of motivation to learn mathematics…

  10. Improving the Learning of Mathematics in Our Schools.

    Science.gov (United States)

    Capps, Lelon R.; Cox, Linda Simon

    1991-01-01

    This article reviews research on mathematics learning and forgetting, especially for students with learning and other disabilities. It notes the important role of mathematical language and the substantial loss of mathematics achievement over the summer vacation. Year-round schooling is encouraged to eliminate prolonged interruptions in…

  11. Nature of an "Attitudes toward Learning Mathematics" Questionnaire

    Science.gov (United States)

    Wong, Khoon Yoong; Chen, Qian

    2012-01-01

    Students' attitudes toward mathematics and its learning have been subject to numerous studies in the past six decades. These studies treat such attitudes as both desirable learning outcomes and correlates of mathematics achievement. Many Likert-type attitude scales have been devised to measure significant constructs underlying mathematics-related…

  12. The Effect of Cooperative Learning on Mathematics Learning Outcomes Viewed from Students’ Learning Motivation

    Directory of Open Access Journals (Sweden)

    Firda Razak

    2016-01-01

    Full Text Available This experimental research was aimed to reveal the effect of cooperative learning models viewed from the level of learning motivation on students’ learning achievement on mathematics. The data were analyzed using the Two-Way ANOVA. The conclusions of this study are: (1 there were effects of interaction between cooperative learning models (TPS and NHT and learning motivation on mathematics learning achievement, (2 the mathematics learning achievement of students with high level of learning motivation who were taught using TPS model is higher than those who were taught using NHT, and (3 the mathematics learning achievement of the students with low level learning motivation who were taught using TPS model is insignificantly different than those who were taught using NHT.

  13. What Financial Dilemmas Reveal about Students' Social and Mathematical Understanding

    Science.gov (United States)

    Sawatzki, Carly

    2013-01-01

    Everyday financial dilemmas require us to draw on social, interdisciplinary, and mathematical understandings simultaneously and in synergy if we are to make informed financial decisions. Financial literacy is enjoying an elevated status across the "Australian Curriculum." This paper reviews some of the literature on financial literacy,…

  14. Characterizing Student Mathematics Teachers' Levels of Understanding in Spherical Geometry

    Science.gov (United States)

    Guven, Bulent; Baki, Adnan

    2010-01-01

    This article presents an exploratory study aimed at the identification of students' levels of understanding in spherical geometry as van Hiele did for Euclidean geometry. To do this, we developed and implemented a spherical geometry course for student mathematics teachers. Six structured, "task-based interviews" were held with eight student…

  15. Mathematics and science teachers' understanding and practices of ...

    African Journals Online (AJOL)

    The aim of the study reported in this paper was to reveal how Rwandan school teachers of Mathematics and science at the secondary school level understand and implement learner-centered pedagogy. The study was qualitative in nature. It employed qualitative methods of data collection including in-depth interviews and ...

  16. Mathematics Connection Ability and Students Mathematics Learning Achievement at Elementary School

    OpenAIRE

    Ndiung Sabina; Nendi Fransiskus

    2018-01-01

    The orientation of education nowadays should be in line with the fulfillment of 21st century demand which encourage learners to perform the originality of human resources quality. This research aims to know whether there is effect connection mathematics ability toward student’s mathematics learning achievement and to know the contribution of connection mathematics ability toward student’s mathematics learning achievement at the elementary school. Respondent in this research were 35 students a...

  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. 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

  19. The role of mathematical models in understanding pattern formation in developmental biology.

    Science.gov (United States)

    Umulis, David M; Othmer, Hans G

    2015-05-01

    In a Wall Street Journal article published on April 5, 2013, E. O. Wilson attempted to make the case that biologists do not really need to learn any mathematics-whenever they run into difficulty with numerical issues, they can find a technician (aka mathematician) to help them out of their difficulty. He formalizes this in Wilsons Principle No. 1: "It is far easier for scientists to acquire needed collaboration from mathematicians and statisticians than it is for mathematicians and statisticians to find scientists able to make use of their equations." This reflects a complete misunderstanding of the role of mathematics in all sciences throughout history. To Wilson, mathematics is mere number crunching, but as Galileo said long ago, "The laws of Nature are written in the language of mathematics[Formula: see text] the symbols are triangles, circles and other geometrical figures, without whose help it is impossible to comprehend a single word." Mathematics has moved beyond the geometry-based model of Galileo's time, and in a rebuttal to Wilson, E. Frenkel has pointed out the role of mathematics in synthesizing the general principles in science (Both point and counter-point are available in Wilson and Frenkel in Notices Am Math Soc 60(7):837-838, 2013). We will take this a step further and show how mathematics has been used to make new and experimentally verified discoveries in developmental biology and how mathematics is essential for understanding a problem that has puzzled experimentalists for decades-that of how organisms can scale in size. Mathematical analysis alone cannot "solve" these problems since the validation lies at the molecular level, but conversely, a growing number of questions in biology cannot be solved without mathematical analysis and modeling. Herein, we discuss a few examples of the productive intercourse between mathematics and biology.

  20. 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.

  1. Improving Primary Students' Mathematical Literacy through Problem Based Learning and Direct Instruction

    Science.gov (United States)

    Firdaus, Fery Muhamad; Wahyudin; Herman, Tatang

    2017-01-01

    This research was done on primary school students who are able to understand mathematical concepts, but unable to apply them in solving real life problems. Therefore, this study aims to improve primary school students' mathematical literacy through problem-based learning and direct instruction. In addition, the research was conducted to determine…

  2. 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…

  3. Mathematics education and learning disabilities in Spain.

    Science.gov (United States)

    Casas, Ana Miranda; Castellar, Rosa García

    2004-01-01

    In the first part of this article, we describe the basic objectives of the math curriculum in Spain as well as the basic contents, teacher resources, and obstacles perceived in mathematics instruction. Second, we briefly describe the concept of learning disabilities (LD) as they are currently defined in Spain. As stated in the recent educational reform, a student with LD is any student with special educational needs. The emphasis is placed on the educational resources that these students need in order to achieve the curricular objectives that correspond to their age group or grade. Third, we comment specifically on the educational services model and the evaluation and instructional procedures for students with math learning disabilities. Finally, we describe some lines of research that have appeared in the last few years in Spain that have led to the development of new evaluation and intervention procedures for students with LD in computation and problem solving.

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

    OpenAIRE

    Eunice Maria Mussoi; Maria Lucia Pozzatti Flores; Ana Marli Bulegon; Liane Margarida Rockenbach Tarouco

    2011-01-01

    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 succ...

  5. 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.

  6. Mathematics Educators' Views on the Role of Mathematics Learning in Developing Deductive Reasoning

    Science.gov (United States)

    Ayalon, Michal; Even, Ruhama

    2010-01-01

    This study examines the views of people involved in mathematics education regarding the commonly stated goal of using mathematics learning to develop deductive reasoning that is usable outside of mathematical contexts. The data source includes 21 individual semi-structured interviews. The findings of the study show that the interviewees ascribed…

  7. Professional Learning Communities: Teaching, Learning, Understanding

    Science.gov (United States)

    Early, Phaedra Bell

    2012-01-01

    The purpose of this study was to focus on teacher learning as it relates to professional learning communities. It is often touted that schools are a place for student learning, but many teachers now see school as a place for them to become learners as well through professional learning communities. This qualitative case study was designed to…

  8. 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.

  9. Rhetorical ways of thinking Vygotskian theory and mathematical learning

    CERN Document Server

    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.

  10. 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…

  11. 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…

  12. 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…

  13. The role of mathematics for physics teaching and understanding

    Science.gov (United States)

    Pospiech, Gesche; Eylon, BatSheva; Bagno, Esther; Lehavi, Yaron; Geyer, Marie-Annette

    2016-05-01

    -1That mathematics is the "language of physics" implies that both areas are deeply interconnected, such that often no separation between "pure" mathematics and "pure" physics is possible. To clarify their interplay a technical and a structural role of mathematics can be distinguished. A thorough understanding of this twofold role in physics is also important for shaping physics education especially with respect to teaching the nature of physics. Herewith the teachers and their pedagogical content knowledge play an important role. Therefore we develop a model of PCK concerning the interplay of mathematics and physics in order to provide a theoretical framework for the views and teaching strategies of teachers. In an exploratory study four teachers from Germany and four teachers from Israel have been interviewed concerning their views and its transfer to teaching physics. Here we describe the results from Germany. Besides general views and knowledge held by all or nearly all teachers we also observe specific individual focus depending on the teachers' background and experiences. The results fit well into the derived model of PCK.

  14. The role of mathematics for physics teaching and understanding

    International Nuclear Information System (INIS)

    Pospiech, G; Geyer, M.A.; Eylon, B.; Bagno, E.; Lehavi, Y.

    2015-01-01

    That mathematics is the “language of physics” implies that both areas are deeply interconnected, such that often no separation between “pure” mathematics and “pure” physics is possible. To clarify their interplay a technical and a structural role of mathematics can be distinguished. A thorough understanding of this twofold role in physics is also important for shaping physics education especially with respect to teaching the nature of physics. Herewith the teachers and their pedagogical content knowledge play an important role. Therefore we develop a model of PCK concerning the interplay of mathematics and physics in order to provide a theoretical framework for the views and teaching strategies of teachers. In an exploratory study four teachers from Germany and four teachers from Israel have been interviewed concerning their views and its transfer to teaching physics. Here we describe the results from Germany. Besides general views and knowledge held by all or nearly all teachers we also observe specific individual focus depending on the teachers’ background and experiences. The results fit well into the derived model of PCK.

  15. An Operationalized Understanding of Personalized Learning

    Science.gov (United States)

    Basham, James D.; Hall, Tracey E.; Carter, Richard A., Jr.; Stahl, William M.

    2016-01-01

    As referenced in the Every Student Succeeds Act and the National Educational Technology Plan, personalized learning is the new focus in many K-12 learning environments. Nonetheless, few people understand what personalized learning really means and even fewer can design and implement a personalized learning environment appropriate for all learners,…

  16. Understanding Learning Style by Eye Tracking in Slide Video Learning

    Science.gov (United States)

    Cao, Jianxia; Nishihara, Akinori

    2012-01-01

    More and more videos are now being used in e-learning context. For improving learning effect, to understand how students view the online video is important. In this research, we investigate how students deploy their attention when they learn through interactive slide video in the aim of better understanding observers' learning style. Felder and…

  17. Concept Maps Provide a Window onto Preservice Elementary Teachers' Knowledge in the Teaching and Learning of Mathematics

    Science.gov (United States)

    Chichekian, Tanya; Shore, Bruce M.

    2013-01-01

    This collaborative concept-mapping exercise was conducted in a second-year mathematics methods course. Teachers' visual representations of their mathematical content and pedagogical knowledge provided insight into their understanding of how students learn mathematics. We collected 28 preservice student teachers' concept maps and analyzed them by…

  18. 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...

  19. The unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children's mathematics achievement.

    Science.gov (United States)

    Wong, Terry Tin-Yau

    2017-12-01

    The current study examined the unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children's mathematics achievement. A sample of 124 fourth graders was tested on their arithmetic operation understanding (as reflected by their understanding of arithmetic principles and the knowledge about the application of arithmetic operations) and their precision of rational number magnitude representation. They were also tested on their mathematics achievement and arithmetic computation performance as well as the potential confounding factors. The findings suggested that both arithmetic operation understanding and numerical magnitude representation uniquely predicted children's mathematics achievement. The findings highlight the significance of arithmetic operation understanding in mathematics learning. Copyright © 2017 Elsevier Inc. All rights reserved.

  20. 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

  1. 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.

  2. Mathematical Model of the Public Understanding of Space Science

    Science.gov (United States)

    Prisniakov, V.; Prisniakova, L.

    science. The boundary sectioning area of effective and unefficient modes of training and education of the population of country in space spirit is determined. The mathematical model of quality of process of education concern to an outer space exploration is reviewed separately. The coefficient of quality of education in an estimation of space event is submitted as relation Δ I' to mismatch of the universal standard of behavior with the information, which is going to the external spectator, about the applicable reacting of the considered individual Δ I''. The obtained outcomes allow to control a learning process and education of the society spirit of adherence to space ideals of mankind.

  3. 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…

  4. 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…

  5. 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.

  6. 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.

  7. 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,…

  8. 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.

  9. 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…

  10. 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.

  11. Teachers' Understanding of Learning Goals

    DEFF Research Database (Denmark)

    Krog Skott, Charlotte; Slot, Marie Falkesgaard; Carlsen, Dorthe

    The national curriculum for Danish primary and lower secondary schools has recently changed in a goal-oriented direction. The intention is to increase the teachers´ and students´attention to learning outcome, by making learning goals visible. Danish surveys show that teachers did not use the prev......The national curriculum for Danish primary and lower secondary schools has recently changed in a goal-oriented direction. The intention is to increase the teachers´ and students´attention to learning outcome, by making learning goals visible. Danish surveys show that teachers did not use...

  12. 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.

  13. An Investigation of Teaching Strategy in the Distance Learning Mathematics Classroom

    Directory of Open Access Journals (Sweden)

    Tiffany DePriter

    2013-07-01

    Full Text Available Distance learning has become increasingly popular among higher learning institutions, and more academic disciplines, such as mathematics, are now being offered at a distance. This experimental study investigated whether an objectivist-based teaching strategy or a constructivist-based teaching strategy yields greater achievement scores for adult students learning mathematics at a distance. A pretest-posttest control-group design was used, with a sample of 35 students. Two researcher-made test instruments, consisting of multiple-choice and brief constructed response/extended constructed response (BRC/ECR items, were used to measure students’ understanding of mathematics topics both before and after the teaching intervention. While the results of t-tests and ANCOVA showed no statistically significant difference in achievement scores between the groups, the findings indicate that both teaching strategies are viable in the distance learning mathematics classroom

  14. Developing Critical Thinking Skills of Students in Mathematics Learning

    OpenAIRE

    Firdaus, Firdaus; Kailani, Ismail; Bakar, Md. Nor Bin; Bakry, Bakry

    2015-01-01

    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 identific...

  15. 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…

  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. Understanding nomadic collaborative learning groups

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

    2018-01-01

    -term collaborations within the frame of Problem and Project Based Learning. By analysing the patterns of nomadic collaborative learning we identify and discuss how the two groups of students incorporate mobile and digital technologies as well as physical and/or non-digital technologies into their group work......The paper builds on the work of Rossitto et al. on collaborative nomadic work to develop three categories of practice of nomadic collaborative learning groups. Our study is based on interviews, workshops and observations of two undergraduate student's group practices engaged in self-organised, long....... Specifically, we identify the following categories of nomadic collaborative learning practices: “orchestration of work phases, spaces and activities,” “the orchestration of multiple technologies” and “orchestration of togetherness.” We found that for both groups of students there was a fluidity, situatedness...

  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. Development of a multimedia learning application for mathematics according to learning style preferences

    Science.gov (United States)

    Mokmin, Nur Azlina Mohamed; Masood, Mona

    2015-12-01

    Many students, especially the low achievers, find that mathematics is a difficult subject. Various studies found that student achievement in mathematics can be increased by attuning to students' learning styles. This study focused on the development of four differentiated learning materials for learning mathematics. The effectiveness of the developed learning materials was tested on 309 Malaysian polytechnic students. The result shows that the learning achievement of the students significantly increased when they learned using the learning material that was mapped with their preferred learning styles

  20. The Interaction in the Learning of the Mathematics: Teachers’ Stories

    Directory of Open Access Journals (Sweden)

    ANA MARIA CARNEIRO-ABRAHÃO

    2008-12-01

    Full Text Available This work is product of the analysis of stories presented by twenty-two teachers who decided to share their classroom experiences of mathematics education considered by them like successful. One looks for analyzing the forms of teachers understanding what it is “to be successful” during the process of “mathematizing”, seen like a reflective activity of education that looks for to understand and to modify the reality. The study reveals that the pedagogical practice that considers problems rooted in the concrete experiences of the daily life, besides to reveal the reality of the school, it takes to the teacher to reflect on its practice and on the accomplishment of “didactic mediation” that promotes more pleasant teaching-learning situations that can elevate the student self-esteem.

  1. The Influence of Symbols and Equations on Understanding Mathematical Equivalence

    Science.gov (United States)

    Powell, Sarah R.

    2015-01-01

    Students with mathematics difficulty demonstrate lower mathematics performance than typical-performing peers. One contributing factor to lower mathematics performance may be misunderstanding of mathematics symbols. In several studies related to the equal sign (=), students who received explicit instruction on the relational definition (i.e.,…

  2. 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. 

  3. Mathematics Dialogic Gatherings: A Way to Create New Possibilities to Learn Mathematics

    Science.gov (United States)

    Díez-Palomar, Javier

    2017-01-01

    This paper introduces the Mathematics Dialogic Gatherings (MDG) as a successful way to encourage adults' learning of mathematics. We report on a group of adults who attended a MDG in an adult school placed in Barcelona. Participants in this group do not have an academic trajectory. They attend once a week a session in the adult school, where they…

  4. 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…

  5. Public Stories of Mathematics Educators: Challenges and Affordances of Learning Mathematics in a Second Language

    Science.gov (United States)

    Truxaw, Mary P.; Rojas, Eliana D.

    2014-01-01

    In this public story, we explore challenges and affordances of learning mathematics when the learner's primary language is not the primary language of instruction. We, the authors, are Mary Truxaw, a predominantly monolingual (English, with limited Spanish) mathematics educator and Eliana Rojas, a bilingual (Spanish and English)…

  6. Investigating the Efficacy of a Core Kindergarten Mathematics Curriculum to Improve Student Mathematics Learning Outcomes

    Science.gov (United States)

    Clarke, Ben; Baker, Scott; Smolkowski, Keith; Doabler, Christian; Strand Cary, Mari; Fien, Hank

    2015-01-01

    This study examined the efficacy of a core kindergarten mathematics program, Early Learning in Mathematics (ELM), a 120-lesson program with four content strands: (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. The study utilized a randomized block design, with 129 classrooms randomly assigned within schools to treatment…

  7. Understanding Nomadic Collaborative Learning Groups

    Science.gov (United States)

    Ryberg, Thomas; Davidsen, Jacob; Hodgson, Vivien

    2018-01-01

    The paper builds on the work of Rossitto "et al." on collaborative nomadic work to develop three categories of practice of nomadic collaborative learning groups. Our study is based on interviews, workshops and observations of two undergraduate student's group practices engaged in self-organised, long-term collaborations within the frame…

  8. THE APPLICATION OF RECIPROCAL TEACHING METHOD FOR IMPROVING THE UNDERSTANDING OF MATHEMATICS CONCEPT OF 7TH GRADE STUDENTS SMP NEGERI 2 DEPOK.

    Directory of Open Access Journals (Sweden)

    Tatag Bagus Argikas

    2016-10-01

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

  9. Opportunities for Learning-Based Conversations in High School Mathematics

    Science.gov (United States)

    McFeetors, Janelle

    2015-01-01

    Conversations as moments for interpersonal and intimate turning round of ideas for the purpose of growth are well-defined within curriculum inquiry. Interactions among grade 12 students in this study demonstrate the possibility of learning to learn mathematics through conversation. Attending to opportunities for learning-based conversations,…

  10. 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…

  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. 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.

  13. 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.

  14. 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.

  15. Mathematizing Process of Junior High School Students to Improve Mathematics Literacy Refers PISA on RCP Learning

    Science.gov (United States)

    Wardono; Mariani, S.; Hendikawati, P.; Ikayani

    2017-04-01

    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

  16. 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

  17. A Reconceptualized Framework for "Opportunity to Learn" in School Mathematics

    Science.gov (United States)

    Walkowiak, Temple A.; Pinter, Holly H.; Berry, Robert Q.

    2017-01-01

    We present a reconceptualized framework for opportunity to learn (OTL) in school mathematics that builds on previous conceptualizations of OTL and includes features related to both quantity (i.e., time) and quality. Our framework draws on existing literature and on our own observational research of mathematics teaching practices. Through the…

  18. Cognitive and Emotional Factors in Children with Mathematical Learning Disabilities

    Science.gov (United States)

    Passolunghi, Maria Chiara

    2011-01-01

    Emotional and cognitive factors were examined in 18 children with mathematical learning disabilities (MLD), compared with 18 normally achieving children, matched for chronological age, school level, gender and verbal IQ. Working memory, short-term memory, inhibitory processes, speed of processing and level of anxiety in mathematics were assessed…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. Teaching and Learning Mathematics Part 2. Perspectives 34.

    Science.gov (United States)

    Ernest, Paul, Ed.

    This publication contains five papers by the staff of the University of Exeter School of Education and by invited outside contributors. The focus is on the changing mathematics curriculum, instructional practices, and research findings. The papers are: (1) "Teaching and Learning Mathematics in the Primary School" (Neville Bennett); (2)…

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

    African Journals Online (AJOL)

    Attempts should be made to integrate the discovery approach into teaching and learning difficult mathematics topics. It is further recommended that more tutorials, extra classes and additional assignments should be given to the Arts and female students. African Journal of Educational Studies in Mathematics and Sciences ...

  5. Cognitive and Mathematical Profiles for Different Forms of Learning Difficulties

    Science.gov (United States)

    Cirino, Paul T.; Fuchs, Lynn S.; Elias, John T.; Powell, Sarah R.; Schumacher, Robin F.

    2015-01-01

    The purpose of this study was to compare subgroups of students with various forms of learning difficulties (< 25th percentile) on cognitive and mathematics characteristics. Students with mathematics difficulty (MD, n = 105), reading difficulty (RD, n = 65), both (MDRD, n = 87), or neither (NoLD, n = 403) were evaluated on an array of cognitive…

  6. 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…

  7. 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…

  8. 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…

  9. Learning Style Preferences and Mathematics Achievement of Secondary School Learners

    Science.gov (United States)

    Bosman, Anne; Schulze, Salome

    2018-01-01

    Mathematics is a key subject necessary to the promotion of economic development, particularly in developing countries; however, South African learners perform poorly in Mathematics when benchmarked against their counterparts in other countries. One way to address this issue is by taking cognisance of the learners' learning styles when teaching.…

  10. The Psychology of Mathematics Learning: Past and Present.

    Science.gov (United States)

    Education and Urban Society, 1985

    1985-01-01

    Reviews trends in applying psychology to mathematics learning. Discusses the influence of behaviorism and other functionalist theories, Gestalt theory, Piagetian theory, and the "new functionalism" evident in computer-oriented theories of information processing. (GC)

  11. 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.

  12. Mathematical Representation by Students in Building Relational Understanding on Concepts of Area and Perimeter of Rectangle

    Science.gov (United States)

    Anwar, Rahmad Bustanul; Yuwono, Ipung; As'ari, Abdur Rahman; Sisworo; Dwi, Rahmawati

    2016-01-01

    Representation is an important aspect of learners in building a relational understanding of mathematical concepts. But the ability of a mathematical representation of students in building relational understanding is still very limited. The purpose of this research is to description of mathematical representation of students who appear in building…

  13. How Syntactic Reasoners Can Develop Understanding, Evaluate Conjectures, and Generate Counterexamples in Advanced Mathematics

    Science.gov (United States)

    Weber, Keith

    2009-01-01

    This paper presents a case study of a highly successful student whose exploration of an advanced mathematical concept relies predominantly on syntactic reasoning, such as developing formal representations of mathematical ideas and making logical deductions. This student is observed as he learns a new mathematical concept and then completes…

  14. Mathematics Learning Process with Science, Technology, Engineering, Mathematics (STEM) Approach in Indonesia

    Science.gov (United States)

    Milaturrahmah, N.; Mardiyana, M.; Pramudya, I.

    2017-09-01

    STEM approach has been widely applied in developed and developing countries. In Indonesia, the STEM approach has not been widely used. Application of STEM approach in each country is different according to the needs of the State itself. This study aims to describe the process of learning mathematics with STEM approach in Indonesia which includes the readiness of teachers before the learning process, implementation of learning, evaluation of learning and to describe the obstacles experienced by teachers during the learning process with STEM approach in Indonesia. This research is descriptive qualitative research. The subject of the research is the mathematics teacher. The technique used in taking the subject is purposive sampling. Methods of data collection is by observation and interview. Technique to validate data with time triangulation. Data analysis techniques used consist of data reduction, data presentation, and conclusion. The results of this study are the learning process of mathematics with STEM approach includes preparatory aspects before learning, learning implementation aspect consisting of preliminary, core and closing stage, and evaluation aspect. The obstacles experienced by teachers in applying STEM approach to learning mathematics is looking for real life and material practice on a material.

  15. University students' achievement goals and approaches to learning in mathematics.

    Science.gov (United States)

    Cano, Francisco; Berbén, A B G

    2009-03-01

    Achievement goals (AG) and students' approaches to learning (SAL) are two research perspectives on student motivation and learning in higher education that have until now been pursued quite independently. This study sets out: (a) to explore the relationship between the most representative variables of SAL and AG; (b) to identify subgroups (clusters) of students with multiple AG; and (c) to examine the differences between these clusters with respect to various SAL and AG characteristics. The participants were 680 male and female 1st year university students studying different subjects (e.g. mathematics, physics, economics) but all enrolled on mathematics courses (e.g. algebra, calculus). Participants completed a series of questionnaires that measured their conceptions of mathematics, approaches to learning, course experience, personal 2 x 2 AG, and perceived AG. SAL and AG variables were moderately associated and related to both the way students perceived their academic environment and the way they conceived of the nature of mathematics (i.e. the perceptual-cognitive framework). Four clusters of students with distinctive multiple AG were identified and when the differences between clusters were analysed, we were able to attribute them to various constructs including perceptual-cognitive framework, learning approaches, and academic performance. This study reveals a consistent pattern of relationships between SAL and AG perspectives across different methods of analysis, supports the relevance of the 2 x 2 AG framework in a mathematics learning context and suggests that AG and SAL may be intertwined aspects of students' experience of learning mathematics at university.

  16. Building Bridges of Mathematical Understanding for All Children.

    Science.gov (United States)

    Price, Jack

    1996-01-01

    These remarks are adapted from the Presidential Address at the National Council of Teachers of Mathematics in April 1996. The common goal of improving mathematics education for all is stated, and the importance of connecting mathematics to real-life situations is discussed. (AIM)

  17. Learning style preferences and Mathematics achievement of ...

    African Journals Online (AJOL)

    Mathematics is a key subject necessary to the promotion of economic development, particularly in developing countries; however, South African learners perform poorly in Mathematics when benchmarked against their counterparts in other countries. One way to address this issue is by taking cognisance of the learners' ...

  18. iSTEM: Learning Mathematics through Minecraft

    Science.gov (United States)

    Bos, Beth; Wilder, Lucy; Cook, Marcelina; O'Donnell, Ryan

    2014-01-01

    The Common Core State Standards can be taught with Minecraft, an interactive creative Lego®-like game. Integrating Science, Technology, Engineering, and Mathematics (iSTEM) authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K-grade 6 classrooms.

  19. 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…

  20. Equity Implications for Mathematics Learning Outcomes

    Science.gov (United States)

    Reznichenko, Nataliya

    2013-01-01

    The call for "mathematics for all" reaffirms the belief that all students should have equal access, equal educational experiences, and equal educational outcomes. Existing gap in students' mathematics achievement have long been coupled with the demographic categories of race and ethnicity, culture and language, SES and social class,…

  1. Designing Online Playgrounds for Learning Mathematics

    Science.gov (United States)

    Johnson, Heather Lynn; Hornbein, Peter; Bryson, Dana

    2016-01-01

    Fully online courses can provide teachers fresh opportunities to expand their mathematical conceptions and infuse technology into their classroom teaching. In this article, the authors share the experience of two classroom teachers (Hornbein and Bryson) who participated in a fully online mathematics education course--Expanding Conceptions of…

  2. 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.

  3. Examining Creativity of Students through Smart Board in Learning Mathematics

    Directory of Open Access Journals (Sweden)

    Mohammad-Hassan Behzadi

    2013-03-01

    Full Text Available In present era, students and teachers need possibilities that ease teaching and learning process. Electronic instruments such as computer, software, and smart instruments will increase abilities for students. The purpose of this study is to examine the creativity level of high school students in the learning environment using smart board and compare it to traditional environment. Participants of this study were consisted of girl students at second grade. One girly high school is selected by semi-cluster sampling method. Research method is implemented via quasi-experimental method using pretest and posttest for control and experiment groups which are same at scientific level. Based on the result of this research via Leven and T-tests, it is indicated that there is significant difference between creativity level of the students who learn mathematics using smart board and the students who learn mathematics via traditional method. Therefore it seems that using smart board will ease mathematical learning process.

  4. Grounded Blends and Mathematical Gesture Spaces: Developing Mathematical Understandings via Gestures

    Science.gov (United States)

    Yoon, Caroline; Thomas, Michael O. J.; Dreyfus, Tommy

    2011-01-01

    This paper examines how a person's gesture space can become endowed with mathematical meaning associated with mathematical spaces and how the resulting mathematical gesture space can be used to communicate and interpret mathematical features of gestures. We use the theory of grounded blends to analyse a case study of two teachers who used gestures…

  5. Beyond Motivation: Exploring Mathematical Modeling as a Context for Deepening Students' Understandings of Curricular Mathematics

    Science.gov (United States)

    Zbiek, Rose Mary; Conner, Annamarie

    2006-01-01

    Views of mathematical modeling in empirical, expository, and curricular references typically capture a relationship between real-world phenomena and mathematical ideas from the perspective that competence in mathematical modeling is a clear goal of the mathematics curriculum. However, we work within a curricular context in which mathematical…

  6. Comparison of Mathematical Resilience among Students with Problem Based Learning and Guided Discovery Learning Model

    Science.gov (United States)

    Hafiz, M.; Darhim; Dahlan, J. A.

    2017-09-01

    Mathematical resilience is very important thing in learning mathematics. It is a positive attitude in order to make student not easily give up in the face of adversity when solving mathematics problems through discussion and research about mathematics. The purpose of this study was to examine comparison of mathematical resilience among students receiving problem based learning model and the students who received guided discovery learning model. This research was conducted at one junior high school in Jakarta. The method was used in this study is quasi-experimental with 66 students as the samples. The instrument which was used in this research is mathematical resilience scale with 24 items of statements. The result of this research is mathematical resilience between the students who received problem based learning model is better than the students who received guided discovery learning model. According to this study result the authors presented some suggestions that: 1) problem based learning and guided discovery learning model can both develop mathematical resilience, but problem based learning is more recommended to use, 2) in order to achieve mathematical resilience better than this findings, it needs to do the next research that combine problem based learning with other treatment.

  7. Self-Efficacy for Learning Mathematics Asynchronously: Instrument Refinement and the Relationship to Mathematics Achievement

    Science.gov (United States)

    Hodges, Charles; Jones, R. Caroline; Prater, Alyssa

    2014-01-01

    The purpose of this paper is to report the results of a two-part study. Study 1 was conducted to refine and validate a survey instrument, SELMA (Hodges, 2008), used to measure learners' self-efficacy toward learning mathematics in online or technology-intensive, asynchronous learning environments. Study 2 was conducted to investigate the…

  8. 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…

  9. Predicting reading and mathematics from neural activity for feedback learning.

    Science.gov (United States)

    Peters, Sabine; Van der Meulen, Mara; Zanolie, Kiki; Crone, Eveline A

    2017-01-01

    Although many studies use feedback learning paradigms to study the process of learning in laboratory settings, little is known about their relevance for real-world learning settings such as school. In a large developmental sample (N = 228, 8-25 years), we investigated whether performance and neural activity during a feedback learning task predicted reading and mathematics performance 2 years later. The results indicated that feedback learning performance predicted both reading and mathematics performance. Activity during feedback learning in left superior dorsolateral prefrontal cortex (DLPFC) predicted reading performance, whereas activity in presupplementary motor area/anterior cingulate cortex (pre-SMA/ACC) predicted mathematical performance. Moreover, left superior DLPFC and pre-SMA/ACC activity predicted unique variance in reading and mathematics ability over behavioral testing of feedback learning performance alone. These results provide valuable insights into the relationship between laboratory-based learning tasks and learning in school settings, and the value of neural assessments for prediction of school performance over behavioral testing alone. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  10. 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

  11. 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'…

  12. Understanding respect: learning from patients

    Science.gov (United States)

    Dickert, N W; Kass, N E

    2011-01-01

    Background The importance of respecting patients and participants in clinical research is widely recognised. However, what it means to respect persons beyond recognising them as autonomous is unclear, and little is known about what patients find to be respectful. Objective To understand patients’ conceptions of respect and what it means to be respected by medical providers. Design Qualitative study from an academic cardiology clinic, using semistructured interviews with 18 survivors of sudden cardiac death. Results Patients believed that respecting persons incorporates the following major elements: empathy, care, autonomy, provision of information, recognition of individuality, dignity and attention to needs. Conclusions Making patients feel respected, or valued as a person, is a multi-faceted task that involves more than recognising autonomy. While patients’ views of respect do not determine what respect means, these patients expressed important intuitions that may be of substantial conceptual relevance. PMID:19567690

  13. 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.

  14. Learning with Animation and Illusions of Understanding

    Science.gov (United States)

    Paik, Eugene S.; Schraw, Gregory

    2013-01-01

    The illusion of understanding hypothesis asserts that, when people are learning with multimedia presentations, the addition of animation can affect metacognitive monitoring such that they perceive the presentation to be easier to understand and develop more optimistic metacomprehension. As a result, learners invest less cognitive effort when…

  15. ASSESSING CONCEPTUAL UNDERSTANDING IN MATHEMATICS: Using Derivative Function to Solve Connected Problems

    Directory of Open Access Journals (Sweden)

    Nevin ORHUN

    2013-07-01

    Full Text Available Open and distance education plays an important role in the actualization of cultural goals as well as in societal developments. This is an independent teaching and learning method for mathematics which forms the dynamic of scientific thinking. Distance education is an important alternative to traditional teaching applications. These contributions brought by technology enable students to participate actively in having access to information and questioning it. Such an application increases students’ motivation and teaches how mathematics can be used in daily life. Derivative is a mathematical concept which can be used in many areas of daily life. The aim of this study is to enable the concept of derivatives to be understood well by using the derivative function in the solution of various problems. It also aims at interpreting difficulties theoretically in the solution of problems and determining mistakes in terms of teaching methods. In this study, how various aspects of derivatives are understood is emphasized. These aspects concern the explanation of concepts and process, and also their application to certain concepts in physics. Students’ depth of understanding of derivatives was analyzed based on two aspects of understanding; theoretical analysis and contextual application. Follow-up interviews were conducted with five students. The results show that the students preferred to apply an algebraic symbolic aspect instead of using logical meanings of function and its derivative. In addition, in relation to how the graph of the derivative function affects the aspect of function, it was determined that the students displayed low performance.

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

    Science.gov (United States)

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

    2018-01-01

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

  17. Reflecting on the Use of Writing to Promote Mathematical Learning: An Examination of Preservice Mathematics Teachers' Perspectives

    Science.gov (United States)

    Kenney, Rachael; Shoffner, Melanie; Norris, David

    2014-01-01

    We examine preservice mathematics teachers' conceptions of writing as a tool for learning mathematics before and after participation in and reflection on writing tasks. We describe the use of two targeted activities incorporated into a secondary methods course: writing to learn mathematics (WTLM) and reflection on that writing. Prior to…

  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. Assessment for Learning in Norway and Portugal: The Case of Primary School Mathematics Teaching

    Science.gov (United States)

    Nortvedt, Guri A.; Santos, Leonor; Pinto, Jorge

    2016-01-01

    In this study, we aim to understand the forces driving assessment for learning (AfL) in primary school teaching. By applying a case study design, including the two cases of Norway and Portugal and using mathematics teaching as an example, available policy documents and research reports are analysed to identify the differences and similarities that…

  20. Improving the Fraction Word Problem Solving of Students with Mathematics Learning Disabilities: Interactive Computer Application

    Science.gov (United States)

    Shin, Mikyung; Bryant, Diane P.

    2017-01-01

    Students with mathematics learning disabilities (MLD) have a weak understanding of fraction concepts and skills, which are foundations of algebra. Such students might benefit from computer-assisted instruction that utilizes evidence-based instructional components (cognitive strategies, feedback, virtual manipulatives). As a pilot study using a…

  1. The effects of digital learning material on students’ mathematics learning in vocational education

    NARCIS (Netherlands)

    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

  2. The effects of digital learning materials on students’ mathematics learning in vocational education

    NARCIS (Netherlands)

    Zwart, Diana P.; Luit, Van Johannes E.H.; Noroozi, O.; 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

  3. A Simple Mathematical Model of Cyclic Circadian Learning

    Directory of Open Access Journals (Sweden)

    J. Šimon

    2014-01-01

    Full Text Available This paper deals with the derivation of a simple mathematical model of cyclic learning with a period of 24 hours. Various requirements are met with an emphasis and approach which relies on simple mathematical operations, the prediction of measurable quantities, and the creation of uncomplicated processes of calibration. The presented model can be used to answer questions such as the following. Will I be able to memorize a given set of information? How long will it take to memorize information? How long will I remember the information that was memorized? The model is based on known memory retention functions that are in good agreement with experimental results. By the use of these functions and by formalism of differential equations, the concurrent processes of learning and forgetting are described mathematically. The usability of this model is limited to scenarios where logical bonds (connections to prior learning are not created and mnemonic devices cannot be utilized during the learning process.

  4. 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.

  5. The Role of Affordances in Children's Learning Performance and Efficiency When Using Virtual Manipulative Mathematics Touch-Screen Apps

    Science.gov (United States)

    Moyer-Packenham, Patricia S.; Bullock, Emma K.; Shumway, Jessica F.; Tucker, Stephen I.; Watts, Christina M.; Westenskow, Arla; Anderson-Pence, Katie L.; Maahs-Fladung, Cathy; Boyer-Thurgood, Jennifer; Gulkilik, Hilal; Jordan, Kerry

    2016-01-01

    This paper focuses on understanding the role that affordances played in children's learning performance and efficiency during clinical interviews of their interactions with mathematics apps on touch-screen devices. One hundred children, ages 3 to 8, each used six different virtual manipulative mathematics apps during 30-40-min interviews. The…

  6. The Influence of Theoretical Mathematical Foundations on Teaching and Learning: A Case Study of Whole Numbers in Elementary School

    Science.gov (United States)

    Chambris, Christine

    2018-01-01

    This paper examines the existence and impact of theoretical mathematical foundations on the teaching and learning of whole numbers in elementary school in France. It shows that the study of the New Math reform--which was eventually itself replaced in the longer term--provides some keys to understanding the influence of mathematical theories on…

  7. 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

  8. 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

  9. 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.

  10. 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.

  11. Exploring the Relationship between Music Learning and Mathematics Learning in an Interdisciplinary Pre-K Curriculum

    Science.gov (United States)

    McDonel, Jennifer S.

    2013-01-01

    The purpose of this study was to examine children's musical and mathematical behaviors as they participated in an interdisciplinary pre-K curriculum. Research questions were: 1. What connections--if any--do young children make between music learning and mathematics learning? 2. Is there a relationship between young children's emergent rhythm…

  12. Mathematical Learning, the Unseen and the Unforseen

    Science.gov (United States)

    Roth, Wolff-Michael

    2012-01-01

    To learn means coming to know something new at the end of, or subsequent to, a (learning) process. Because students do not yet know at the beginning of the process what they will know subsequent to the process, they cannot actively orient towards the object of learning. In this article, I propose a phenomenological perspective that theorizes…

  13. INSTRUCTIONAL EFFICIENCY OF THE INTEGRATION OF GRAPHING CALCULATORS IN TEACHING AND LEARNING MATHEMATICS

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    Nor’ain Mohd Tajuddin

    2009-07-01

    Full Text Available This quasi-experimental study with non-equivalent control group post-test only design was conducted to investigate the effects of using graphing calculators in mathematics teaching and learning on Form Four Malaysian secondary school students’ performance and their meta-cognitive awareness level. Graphing calculator strategy refers to the use of TI-83 Plus graphing calculator in teaching and learning of Straight Lines topic. The experimental group underwent learning using graphing calculator while the control group underwent learning using conventional instruction. Three instruments were used in this study namely, Straight Lines Achievement Test, Paas Mental Effort Rating Scale and Meta-cognitive Awareness Survey. The data were analysed using independent t-test and planned comparison test. The findings indicated that the graphing calculators’ instruction enhanced students’ performance and induced higher levels of meta-cognitive awareness among students. Less mental effort were invested during the learning and test phases and hence increased 3-dimensional instructional efficiency index in learning of Straight Lines topic. Hence it can be implied that integrating the use of graphing calculators in teaching and learning of mathematics was more efficient than the conventional instruction strategy. Even though some students experience difficulties in using graphing calculators initially during learning, they responded overwhelmingly that graphing calculators improves their understanding of the Straight Lines topic. Hence, the usage of the graphing calculator lends as an effective strategy in teaching and learning of mathematics.

  14. 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.

  15. Grounded understanding of abstract concepts: The case of STEM learning.

    Science.gov (United States)

    Hayes, Justin C; Kraemer, David J M

    2017-01-01

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

  16. 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.

  17. 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.

  18. Chinese Students' Engagement with Mathematics Learning

    Science.gov (United States)

    Norton, Stephen; Zhang, Qingiong

    2013-01-01

    Over the past decade it has been frequently reported that East Asian students are outperforming their Western counterparts in international tests of mathematics at middle-school level. This paper probes classroom discourse in an attempt to shed some light on this phenomenon. Data were collected from a sample of Chinese Year 8 students in a normal…

  19. Designing Mathematical Learning Environments for Teachers

    Science.gov (United States)

    Madden, Sandra R.

    2010-01-01

    Technology use in mathematics often involves either exploratory or expressive modeling. When using exploratory models, students use technology to investigate a premade expert model of some phenomena. When creating expressive models, students have greater flexibility for constructing their own model for investigation using objects and mechanisms…

  20. Understanding Mathematics and Culture in Rural Contexts. ERIC Digest.

    Science.gov (United States)

    Bush, William S.

    This ERIC Digest provides an overview of concepts, writers, and tenets associated with the study of mathematics and culture and offers researchers a framework for the field, particularly with regard to rural contexts. (Author)

  1. 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.

  2. 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

  3. 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.

  4. The Role of Cooperative Learning Type Team Assisted Individualization to Improve the Students' Mathematics Communication Ability in the Subject of Probability Theory

    Science.gov (United States)

    Tinungki, Georgina Maria

    2015-01-01

    The importance of learning mathematics can not be separated from its role in all aspects of life. Communicating ideas by using mathematics language is even more practical, systematic, and efficient. In order to overcome the difficulties of students who have insufficient understanding of mathematics material, good communications should be built in…

  5. 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

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

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    Basak Baglama

    2017-12-01

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

  7. A structural equation modeling analysis of students' understanding in basic mathematics

    Science.gov (United States)

    Oktavia, Rini; Arif, Salmawaty; Ferdhiana, Ridha; Yuni, Syarifah Meurah; Ihsan, Mahyus

    2017-11-01

    This research, in general, aims to identify incoming students' understanding and misconceptions of several basic concepts in mathematics. The participants of this study are the 2015 incoming students of Faculty of Mathematics and Natural Science of Syiah Kuala University, Indonesia. Using an instrument that were developed based on some anecdotal and empirical evidences on students' misconceptions, a survey involving 325 participants was administered and several quantitative and qualitative analysis of the survey data were conducted. In this article, we discuss the confirmatory factor analysis using Structural Equation Modeling (SEM) on factors that determine the new students' overall understanding of basic mathematics. The results showed that students' understanding on algebra, arithmetic, and geometry were significant predictors for their overall understanding of basic mathematics. This result supported that arithmetic and algebra are not the only predictors of students' understanding of basic mathematics.

  8. Investigating Alignment between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding

    Science.gov (United States)

    Jansen, Amanda; Berk, Dawn; Meikle, Erin

    2017-01-01

    In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher…

  9. Understanding Prospective Teachers' Mathematical Modeling Processes in the Context of a Mathematical Modeling Course

    Science.gov (United States)

    Zeytun, Aysel Sen; Cetinkaya, Bulent; Erbas, Ayhan Kursat

    2017-01-01

    This paper investigates how prospective teachers develop mathematical models while they engage in modeling tasks. The study was conducted in an undergraduate elective course aiming to improve prospective teachers' mathematical modeling abilities, while enhancing their pedagogical knowledge for the integrating of modeling tasks into their future…

  10. 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.

  11. How we understand mathematics conceptual integration in the language of mathematical description

    CERN Document Server

    Woźny, Jacek

    2018-01-01

    This volume examines mathematics as a product of the human mind and analyzes the language of "pure mathematics" from various advanced-level sources. Through analysis of the foundational texts of mathematics, it is demonstrated that math is a complex literary creation, containing objects, actors, actions, projection, prediction, planning, explanation, evaluation, roles, image schemas, metonymy, conceptual blending, and, of course, (natural) language. The book follows the narrative of mathematics in a typical order of presentation for a standard university-level algebra course, beginning with analysis of set theory and mappings and continuing along a path of increasing complexity. At each stage, primary concepts, axioms, definitions, and proofs will be examined in an effort to unfold the tell-tale traces of the basic human cognitive patterns of story and conceptual blending. This book will be of interest to mathematicians, teachers of mathematics, cognitive scientists, cognitive linguists, and anyone interested...

  12. 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 ...

  13. 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;}

  14. Understanding Practices in Mathematics Education: Structure and Text

    Science.gov (United States)

    Morgan, Candia

    2014-01-01

    The practices of mathematics education can be investigated at a wide variety of levels: from the actions of individual students or teachers through classroom interactions, school structures, curriculum specifications and materials, teacher development programmes and local, national or international systems of instruction and assessment. These…

  15. Prospective Mathematics Teachers' Understanding of the Base Concept

    Science.gov (United States)

    Horzum, Tugba; Ertekin, Erhan

    2018-01-01

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

  16. 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

  17. On Learning from Arnold's Talk on the Teaching of Mathematics

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 19; Issue 9. On Learning from Arnold's Talk on the Teaching of Mathematics. Kapil Hari Paranjape. Classics Volume 19 Issue 9 September 2014 pp 862-865. Fulltext. Click here to view fulltext PDF. Permanent link:

  18. 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…

  19. 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

  20. One Speaker, Two Languages: Learning Opportunities in the Mathematics Classroom

    Science.gov (United States)

    Planas, Núria

    2014-01-01

    The data reported in this article come from a large project whose goal was to explore how Latin American students in Catalonia, Spain use their two languages--Spanish and Catalan--to support their learning of mathematics in small groups with other students who are Spanish- or Catalan-dominant. For 5 years, lessons from bilingual mathematics…

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

    African Journals Online (AJOL)

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    mathematics-related affective behaviour of and hence the performance by students in the subject. This study examines the hypotheses that gender and level of learned helplessness (LLH) significantly influences such behaviour among .... and pressure to attain high grades, to achieve scholarships, pressure from parents, ...

  2. Enhancing Mathematical Learning in a Technology-Rich Environment

    Science.gov (United States)

    Suh, Jennifer M.; Johnston, Christopher J.; Douds, Joshua

    2008-01-01

    This article describes teachers working collaboratively to plan mathematics lessons in a technology-rich environment. Addressing the needs of their diverse students, in particular, English Language Learners and students with special needs, the authors discuss how a technology-rich learning environment influences critical features of the classroom.…

  3. Digital Games for Learning Mathematics: Possibilities and Limitations

    Science.gov (United States)

    Jorgensen, Robyn; Lowrie, Tom

    2012-01-01

    Drawing from Gee's learning principles developed from the digital games environment, we provide a critical analysis of the difference between using these principles in a literacy environment as opposed to a mathematical environment. Using stimulated recall, primary school-aged students played with a number of contemporary digital games. Feedback…

  4. 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

  5. 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…

  6. Forms of Generalization in Students Experiencing Mathematical Learning Difficulties

    Science.gov (United States)

    Santi, George; Baccaglini-Frank, Anna

    2015-01-01

    We shift the view of a special needs student away from the acknowledged view, that is as a student who requires interventions to restore a currently expected functioning behaviour, introducing a new paradigm to frame special needs students' learning of mathematics. We use the theory of objectification and the new paradigm to look at (and…

  7. 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 ...

  8. Mathematical Critical Thinking Ability through Contextual Teaching and Learning Approach

    Science.gov (United States)

    Kurniati; Kusumah, Yaya S.; Sabandar, Jozua; Herman, Tatang

    2015-01-01

    This research aimed to examine the effect of the application of contextual teaching and learning (CTL) approach to the enhance of mathematical critical thinking ability (MCTA) of Primary School Teacher Students (PSTS). This research is an experimental study with the population of all students PSTS who took algebra subject matter of one university…

  9. 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.

  10. Building Mathematics Learning Communities: Improving Outcomes in Urban High Schools

    Science.gov (United States)

    Walker, Erica N.

    2012-01-01

    Drawing on perceptions, behaviors, and experiences of students at an urban high school--both high and low achievers--this timely book demonstrates how urban youth can be meaningfully engaged in learning mathematics. The author presents a "potential" model rather than a "deficit" model, complete with teaching strategies and best practices for…

  11. Facilitating Peer Interactions in Learning Mathematics: Teachers' Practical Knowledge

    Science.gov (United States)

    Chapman, Olive

    2004-01-01

    This paper reports on teachers? practical knowledge [PK] about peer interactions [PI] in learning mathematics. The focus is on high school teachers who consistently engaged students PI in their teaching. Data consisted of interviews and classroom observations. Findings indicate that these teachers have PK of students? roles in PI and learning…

  12. 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.

  13. Teaching Undergraduate Mathematics in Interactive Groups: How Does It Fit with Students' Learning?

    Science.gov (United States)

    Sheryn, Louise; Ell, Fiona

    2014-01-01

    Debates about how undergraduate mathematics should be taught are informed by different views of what it is to learn and to do mathematics. In this qualitative study 10 students enrolled in an advanced undergraduate course in mathematics shared their views about how they best learn mathematics. After participating in a semester-long course in…

  14. Optimizing Early Mathematics Experiences for Children from Low-Income Families: A Study on Opportunity to Learn Mathematics

    Science.gov (United States)

    Wang, Aubrey H.

    2010-01-01

    Both the National Council of Teachers of Mathematics and the National Association for the Education of Young Children recognize that well-designed opportunity to learn mathematics can help improve mathematics achievement of students from low-income families and from minority backgrounds. Using data from a nationally representative sample, the…

  15. Promoting Equity in Mathematics Teacher Preparation: A Framework for Advancing Teacher Learning of Children's Multiple Mathematics Knowledge Bases

    Science.gov (United States)

    Turner, Erin E.; Drake, Corey; McDuffie, Amy Roth; Aguirre, Julia; Bartell, Tonya Gau; Foote, Mary Q.

    2012-01-01

    Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support building on children's mathematical thinking, as well as their cultural,…

  16. What Is Made Possible to Learn When Using the Variation Theory of Learning in Teaching Mathematics?

    Science.gov (United States)

    Kullberg, Angelika; Runesson Kempe, Ulla; Marton, Ference

    2017-01-01

    The variation theory of learning emphasizes variation as a necessary condition for learners to be able to discern new aspects of an object of learning. In a substantial number of studies, the theory has been used to analyze teaching and students' learning in classrooms. In mathematics education, variation theory has also been used to explore…

  17. 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.

  18. 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…

  19. 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.

  20. Mathematics, anxiety, and the brain.

    Science.gov (United States)

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

    2017-05-24

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

  1. 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...... mathematics as a subject with the attitude towards mathematics learning and instruction. Data comes from a study at the Media technology educational program of Aalborg university. The study used attitude and preference questionnaires, and observations and interviews with students. The results show that media...... technology students are not confident in mathematics and consider mathematics to be a difficult subject. Nevertheless, they recognize the importance of mathematics both in their studies and in general. Moreover, students favour learning on their own or together with their peers over learning supported...

  2. Mathematics and science Teachers' Understanding and Practices of ...

    African Journals Online (AJOL)

    Amy Stambach

    aware of problem solving, open ended, close ended, problem tree, memory card, concept map, backward teaching, discovery, project based, teacher directed, resource based, brainstorming, and KWL (Know, Want and. Learn) chart methods to teaching and learning, a big number of interviewees mentioned that they are ...

  3. 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.

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

    CERN Document Server

    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.

  6. Understanding and combating resistance to online learning.

    Science.gov (United States)

    Vivolo, John

    2016-12-01

    Resistance to change is an easy thing for human beings to understand. It is at the heart of our desire to find comfort with the familiar such as family, friends and our homes. We create homes that are designed a certain way and usually are slow to change. We make friends for years and keep those memories etched in stone, even though time and age create a romanticised version of the past. Change scares us so much that we reflect on our past, the old days, with such reverence that we paint over the ugly parts. However, we still talk about how change is good. Consider our institutionalised method of learning that has existed for centuries and involved people sitting learning from another person in a physical space. Then, suddenly in the last 20 years, there is a complete change and almost every major institution in the United States and many around the world decided to offer a new method of learning. Enter online learning. It becomes a sudden disruption to a traditional system. It is not surprising that there has been resistance from faculty, students and administrators. Even in the face of evidence that online learning works as effectively as traditional onsite learning, still people resist. Oddly enough, the resistance can come from those who base their careers on facts and research, but continue to ignore the evidence. Even performance results get ignored. While this article will address the source of resistance to online learning, it will focus primarily on how to combat this resistance within an organisation or institution.

  7. 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.

  8. 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.

  9. Sustainable Improvements in Student Mathematics Learning and Disposition as a Result of "Prepare 2 Learn" Intervention

    Science.gov (United States)

    Long, Bernadette

    2016-01-01

    This paper reports on a mathematics intervention initiative, "Prepare 2 Learn," designed taking into account research literature and elements of other successful programs. The program was intended to prepare students for their upcoming mainstream mathematics lessons as well as make them aware of the impact they can have on their own…

  10. 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.

  11. 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.

  12. Understanding the Advising Learning Process Using Learning Taxonomies

    Science.gov (United States)

    Muehleck, Jeanette K.; Smith, Cathleen L.; Allen, Janine M.

    2014-01-01

    To better understand the learning that transpires in advising, we used Anderson et al.'s (2001) revision of Bloom's (1956) taxonomy and Krathwohl, Bloom, and Masia's (1964) affective taxonomy to analyze eight student-reported advising outcomes from Smith and Allen (2014). Using the cognitive processes and knowledge domains of Anderson et al.'s…

  13. Understanding the Program Effectiveness of Early Mathematics Interventions for Prekindergarten and Kindergarten Environments: A Meta-Analytic Review

    Science.gov (United States)

    Wang, Aubrey H.; Firmender, Janine M.; Power, Joshua R.; Byrnes, James P.

    2016-01-01

    Research Findings: The early childhood years are critical in developing early mathematics skills, but the opportunities one has to learn mathematics tend to be limited, preventing the development of significant mathematics learning. By conducting a meta-analysis of 29 experimental and quasi-experimental studies that have been published since 2000,…

  14. Exploring Positioning as an Analytical Tool for Understanding Becoming Mathematics Teachers' Identities

    Science.gov (United States)

    Skog, Kicki; Andersson, Annica

    2015-01-01

    The aim of this article is to explore how a sociopolitical analysis can contribute to a deeper understanding of critical aspects for becoming primary mathematics teachers' identities during teacher education. The question we ask is the following: How may power relations in university settings affect becoming mathematics teachers' subject…

  15. Comparison of Student Understanding of Line Graph Slope in Physics and Mathematics

    Science.gov (United States)

    Planinic, Maja; Milin-Sipus, Zeljka; Katic, Helena; Susac, Ana; Ivanjek, Lana

    2012-01-01

    This study gives an insight into the differences between student understanding of line graph slope in the context of physics (kinematics) and mathematics. Two pairs of parallel physics and mathematics questions that involved estimation and interpretation of line graph slope were constructed and administered to 114 Croatian second year high school…

  16. Understanding Problem-Solving Errors by Students with Learning Disabilities in Standards-Based and Traditional Curricula

    Science.gov (United States)

    Bouck, Emily C.; Bouck, Mary K.; Joshi, Gauri S.; Johnson, Linley

    2016-01-01

    Students with learning disabilities struggle with word problems in mathematics classes. Understanding the type of errors students make when working through such mathematical problems can further describe student performance and highlight student difficulties. Through the use of error codes, researchers analyzed the type of errors made by 14 sixth…

  17. Mathematical Communication Ability Viewed from Problem Solving Ability in Learning SAVI Model with Flash Media

    OpenAIRE

    Kurnia Setyo Rini; Sugiarto Sugiarto; Muhammad Fajar Safa'atullah

    2017-01-01

    The aims of this research were (1) to test the mathematical communication ability of Junior High School 3 Salatiga in learning SAVI model with flash media achieved learning completeness classically, (2) to test the average of students’ mathematical communication ability in learning SAVI model with flash media compared with the average of students’ mathematical communication ability in learning DL model, and (3)to analyze the influences of learning SAVI model with flash media to group of stude...

  18. 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

  19. 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.

  20. Maths Games Workshop--Part Thirteen: Types of Mathematical Games.

    Science.gov (United States)

    Kirkby, Dave

    1989-01-01

    Presented are mathematical games in six categories of mathematical objectives: learn the language of mathematics; use mathematical notation; know facts; develop skills; understand concepts; and devise strategies. Numbers of players, rules, and diagrams are provided for each problem. (YP)

  1. 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…

  2. Learning to Compute. Indigenous Mathematics Project. Working Paper 1.

    Science.gov (United States)

    Souviney, Randall J.

    This set of 13 activities, adapted from "Mathmatters: Developing Computational Skills with Developmental Activity Sequences (by Randall Souviney, Tamara Keyser, and Alan Sarver) was designed to help teachers using the Indigenous Mathematics Project materials (in Papua New Guinea) understand the basic processes involved in computation with…

  3. The Effectiveness of Interactive Multimedia in Mathematic Learning: Utilizing Power Points for Students with Learning Disability

    Directory of Open Access Journals (Sweden)

    Widodo Dwi Riyanto

    2017-04-01

    Full Text Available The fact shows that students with learning disability need media of learning mathematics. The purpose of this study was to (1 develop interactive learning multimedia of power point, and (2 examine the effectiveness of power point in mathematics learning. The sample was a group of students in elementary school in Ngawi, East Java, Indonesia, especially those with learning disability. This study was a research and development comprising three stages: preliminary study, product development, and testing the effectiveness of the product. The data were collected through questionnaires, interviews and tests, then analyzed by descriptive qualitative, and t-test was to analize the effect of the product. In the development stage, the result showed that Experts validation is high as indicated by the mean score of 4.50 for the learning material, and the mean score of 4.44 for quality of the multimedia. The trial results showed that the quality of multimedia was very good as indicated by the mean score of 4.32. In term of the effectiveness of the product, the result from the t-test shows an increase of 14.27 (21.88%. This means that the interactive learning multimedia of power point improves the achievement of mathematic learning for students with learning disability in mathematics. Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License

  4. Comparative Studies on U. S. and Chinese Mathematics Learning and the Implications for Standards-Based Mathematics Teaching Reform

    Science.gov (United States)

    Wang, Jian; Lin, Emily

    2005-01-01

    Chinese students often outperform U.S. students on international tests in mathematics. Chinese students' mathematics performances are assumed to be related directly to their teachers' deep mathematics understanding and ability to represent concepts flexibly in their classrooms, which, in turn, are thought to be influenced by Chinese mathematics…

  5. 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

  6. A cognitive framework for analyzing and describing introductory students' use and understanding of mathematics in physics

    Science.gov (United States)

    Tuminaro, Jonathan

    Many introductory, algebra-based physics students perform poorly on mathematical problem solving tasks in physics. There are at least two possible, distinct reasons for this poor performance: (1) students simply lack the mathematical skills needed to solve problems in physics, or (2) students do not know how to apply the mathematical skills they have to particular problem situations in physics. While many students do lack the requisite mathematical skills, a major finding from this work is that the majority of students possess the requisite mathematical skills, yet fail to use or interpret them in the context of physics. In this thesis I propose a theoretical framework to analyze and describe students' mathematical thinking in physics. In particular, I attempt to answer two questions. What are the cognitive tools involved in formal mathematical thinking in physics? And, why do students make the kinds of mistakes they do when using mathematics in physics? According to the proposed theoretical framework there are three major theoretical constructs: mathematical resources, which are the knowledge elements that are activated in mathematical thinking and problem solving; epistemic games, which are patterns of activities that use particular kinds of knowledge to create new knowledge or solve a problem; and frames, which are structures of expectations that determine how individuals interpret situations or events. The empirical basis for this study comes from videotaped sessions of college students solving homework problems. The students are enrolled in an algebra-based introductory physics course. The videotapes were transcribed and analyzed using the aforementioned theoretical framework. Two important results from this work are: (1) the construction of a theoretical framework that offers researchers a vocabulary (ontological classification of cognitive structures) and grammar (relationship between the cognitive structures) for understanding the nature and origin of

  7. Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable

    Science.gov (United States)

    Asquith, Pamela; Stephens, Ana C.; Knuth, Eric J.; Alibali, Martha W.

    2007-01-01

    This article reports results from a study focused on teachers' knowledge of students' understanding of core algebraic concepts. In particular, the study examined middle school mathematics teachers' knowledge of students' understanding of the equal sign and variable, and students' success applying their understanding of these concepts. Interview…

  8. Student’s mathematical understanding ability based on self-efficacy

    Science.gov (United States)

    Ramdhani, M. R.; Usodo, B.; Subanti, S.

    2017-11-01

    Materials in mathematics are provided not only as an ability to memorize, but also to train the ability of mathematical understanding. Students’ mathematical understanding ability is influenced by the students’ belief in solving the given problems. This research aim to determine the mathematical understanding ability of junior high school students. This research is descriptive qualitative research. Data collection was done through a test, questionnaire, and interview. The result showed that students with high self-efficacy category could master the three indicators of students’ mathematical understanding ability well, namely translation, interpretation, and exploration. Students with moderate self-efficacy category can master translation indicator and able to achieve interpretation indicator but they unable to reach exploration indicator. Students with low self-efficacy category only master the translation, but they cannot achieve the interpretation and exploration indicators. So, the students who have high, moderate or low self-efficacy master the indicator of mathematical understanding based on the level of understanding capabilities on each student.

  9. 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.

  10. Mathematical modelling

    DEFF Research Database (Denmark)

    Blomhøj, Morten

    2004-01-01

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

  11. Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation

    Science.gov (United States)

    Wang, Zhe; Lukowski, Sarah L.; Hart, Sara Ann; Lyons, Ian M.; Thompson, Lee A.; Kovas, Yulia; Mazzocco, Michèle M.; Plomin, Robert; Petrill, Stephen A.

    2015-01-01

    The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. Given the lack of attention to the possibility of such complex interplay between emotion and cognition in the math learning literature, the current study aimed to address this gap via exploring the relations between math anxiety, math motivation, and math cognition. The current study consisted of two samples. One sample included 262 pairs of young adolescent twins and the other included 237 adult college students. Participants self-reported their math anxiety and math motivation. Math cognition was assessed using a comprehensive battery of mathematics tasks. In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation. However, this pattern was not observed in tasks assessing student’s nonsymbolic and symbolic number estimation. These findings may help advance our understanding of mathematics learning processes and may provide important insights for treatment programs that target improving mathematics learning experiences and mathematical skills. PMID:26518438

  12. The effects of digital learning material on students’ mathematics learning in vocational education.

    NARCIS (Netherlands)

    Zwart, Diana P.; Van Luit, Johannes E.H.; Noroozi, Omid; Goei, S.L.

    2017-01-01

    This study investigates the e ects of Digital Learning Material (DLM) including instructional clips, online guidance, structuring of content, and a col- laboration tool on students’ mathematics learning in Dutch vocational education. A pretest–posttest design was used. Apprenticeship students were

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. eWorkbooks for Mathematics: Mapping the Independent Learning Experiences of Elementary Students with Learning Disabilities

    Science.gov (United States)

    Kaczorowski, Tara; Raimondi, Sharon

    2014-01-01

    In this paper, we describe a small case study exploring how four elementary students with mathematics learning disabilities utilized mobile technology (the eWorkbook) during core math instruction in a general education setting. The lead author designed the eWorkbook intervention to provide a flexible learning experience optimized for diverse…

  18. 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.

  19. HOW MATHEMATICS TEACHERS DEVELOP THEIR PUPILS’ SELF-REGULATED LEARNING SKILLS

    Directory of Open Access Journals (Sweden)

    Iuliana Marchis

    2011-11-01

    Full Text Available 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 more than two third of the teachers promote the methods of understanding the problem; develop pupils’ self-efficacy and self-control. But only one third of the teachers ask pupils to use different strategies for solving a problem; ask students to explain the solution to their colleagues. In case of unsuccessful problem solving only one third of the respondents ask pupils to present previous knowledge about the problem or/and recall and try different methods.

  20. Mexican High School Students' Social Representations of Mathematics, Its Teaching and Learning

    Science.gov (United States)

    Martínez-Sierra, Gustavo; Miranda-Tirado, Marisa

    2015-01-01

    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…

  1. 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…

  2. Curriculum evaluation and multilevel analysis: Effects of cooperative learning in mathematics.

    NARCIS (Netherlands)

    Terwel, J.; Van den Eeden, P.

    1992-01-01

    In this article an instructional model of cooperative learning in secondary mathematics education was put to the test. Students worked in cooperative groups of four on real life mathematical problems based on Freudenthal’s adagium 'Mathematics for All' and his theory of ‘Realistic Mathematics

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

    Science.gov (United States)

    Kuneni, Erna; Mardiyana, Pramudya, Ikrar

    2017-08-01

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

  4. Blogging and the Learning of Linear Algebra Concepts through Contextual Mathematics

    Science.gov (United States)

    Nehme, Zeina

    2011-01-01

    Contextual mathematics is an area of mathematics teaching and learning through which researchers and educators believe that mathematics is better taught, and learned, if connected to real-life situations and problems. It is also very helpful if it makes sense in the students' world. Thus, the author decided to start a project by creating a blog,…

  5. 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

  6. Computational Psychiatry: towards a mathematically informed understanding of mental illness

    Science.gov (United States)

    Huys, Quentin J M; Roiser, Jonathan P

    2016-01-01

    Computational Psychiatry aims to describe the relationship between the brain's neurobiology, its environment and mental symptoms in computational terms. In so doing, it may improve psychiatric classification and the diagnosis and treatment of mental illness. It can unite many levels of description in a mechanistic and rigorous fashion, while avoiding biological reductionism and artificial categorisation. We describe how computational models of cognition can infer the current state of the environment and weigh up future actions, and how these models provide new perspectives on two example disorders, depression and schizophrenia. Reinforcement learning describes how the brain can choose and value courses of actions according to their long-term future value. Some depressive symptoms may result from aberrant valuations, which could arise from prior beliefs about the loss of agency (‘helplessness’), or from an inability to inhibit the mental exploration of aversive events. Predictive coding explains how the brain might perform Bayesian inference about the state of its environment by combining sensory data with prior beliefs, each weighted according to their certainty (or precision). Several cortical abnormalities in schizophrenia might reduce precision at higher levels of the inferential hierarchy, biasing inference towards sensory data and away from prior beliefs. We discuss whether striatal hyperdopaminergia might have an adaptive function in this context, and also how reinforcement learning and incentive salience models may shed light on the disorder. Finally, we review some of Computational Psychiatry's applications to neurological disorders, such as Parkinson's disease, and some pitfalls to avoid when applying its methods. PMID:26157034

  7. 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…

  8. Hand Gesture and Mathematics Learning: Lessons From an Avatar.

    Science.gov (United States)

    Cook, Susan Wagner; Friedman, Howard S; Duggan, Katherine A; Cui, Jian; Popescu, Voicu

    2017-03-01

    A beneficial effect of gesture on learning has been demonstrated in multiple domains, including mathematics, science, and foreign language vocabulary. However, because gesture is known to co-vary with other non-verbal behaviors, including eye gaze and prosody along with face, lip, and body movements, it is possible the beneficial effect of gesture is instead attributable to these other behaviors. We used a computer-generated animated pedagogical agent to control both verbal and non-verbal behavior. Children viewed lessons on mathematical equivalence in which an avatar either gestured or did not gesture, while eye gaze, head position, and lip movements remained identical across gesture conditions. Children who observed the gesturing avatar learned more, and they solved problems more quickly. Moreover, those children who learned were more likely to transfer and generalize their knowledge. These findings provide converging evidence that gesture facilitates math learning, and they reveal the potential for using technology to study non-verbal behavior in controlled experiments. Copyright © 2016 Cognitive Science Society, Inc.

  9. Developing a Deeper Understanding of "Mathematics Teaching Expertise": An Examination of Three Chinese Mathematics Teachers' Resource Systems as Windows into Their Work and Expertise

    Science.gov (United States)

    Pepin, Birgit; Xu, Binyan; Trouche, Luc; Wang, Chongyang

    2017-01-01

    In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics "expert" teachers. Exploiting the Western and Eastern literature we examine the notion of "mathematics teaching expertise", as…

  10. 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

  11. 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...... provides strong evidence for software correctness but it is requires advanced knowledge and skills. We have developed a tool which helps the student to practice their skills and also allows a better conceptual understanding of state-of-the-art proof assistants. Previously the proofs has been carried out...

  12. 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...... provides strong evidence for software correctness but it requires advanced knowledge and skills. We have developed a tool which helps the student to practice their skills and also allows a better conceptual understanding of state-of-the-art proof assistants. Previously the proofs has been carried out using...

  13. Computational Psychiatry: towards a mathematically informed understanding of mental illness.

    Science.gov (United States)

    Adams, Rick A; Huys, Quentin J M; Roiser, Jonathan P

    2016-01-01

    Computational Psychiatry aims to describe the relationship between the brain's neurobiology, its environment and mental symptoms in computational terms. In so doing, it may improve psychiatric classification and the diagnosis and treatment of mental illness. It can unite many levels of description in a mechanistic and rigorous fashion, while avoiding biological reductionism and artificial categorisation. We describe how computational models of cognition can infer the current state of the environment and weigh up future actions, and how these models provide new perspectives on two example disorders, depression and schizophrenia. Reinforcement learning describes how the brain can choose and value courses of actions according to their long-term future value. Some depressive symptoms may result from aberrant valuations, which could arise from prior beliefs about the loss of agency ('helplessness'), or from an inability to inhibit the mental exploration of aversive events. Predictive coding explains how the brain might perform Bayesian inference about the state of its environment by combining sensory data with prior beliefs, each weighted according to their certainty (or precision). Several cortical abnormalities in schizophrenia might reduce precision at higher levels of the inferential hierarchy, biasing inference towards sensory data and away from prior beliefs. We discuss whether striatal hyperdopaminergia might have an adaptive function in this context, and also how reinforcement learning and incentive salience models may shed light on the disorder. Finally, we review some of Computational Psychiatry's applications to neurological disorders, such as Parkinson's disease, and some pitfalls to avoid when applying its methods. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  14. The Interaction of Procedural Skill, Conceptual Understanding and Working Memory in Early Mathematics Achievement

    Directory of Open Access Journals (Sweden)

    Camilla Gilmore

    2017-12-01

    Full Text Available Large individual differences in children’s mathematics achievement are observed from the start of schooling. Previous research has identified three cognitive skills that are independent predictors of mathematics achievement: procedural skill, conceptual understanding and working memory. However, most studies have only tested independent effects of these factors and failed to consider moderating effects. We explored the procedural skill, conceptual understanding and working memory capacity of 75 children aged 5 to 6 years as well as their overall mathematical achievement. We found that, not only were all three skills independently associated with mathematics achievement, but there was also a significant interaction between them. We found that levels of conceptual understanding and working memory moderated the relationship between procedural skill and mathematics achievement such that there was a greater benefit of good procedural skill when associated with good conceptual understanding and working memory. Cluster analysis also revealed that children with equivalent levels of overall mathematical achievement had differing strengths and weaknesses across these skills. This highlights the importance of considering children’s skill profile, rather than simply their overall achievement.

  15. The social competence of Latino kindergartners and growth in mathematical understanding.

    Science.gov (United States)

    Galindo, Claudia; Fuller, Bruce

    2010-05-01

    We know that social competence contributes to young children's adaptation to, and cognitive learning within, classroom settings. Yet initial evidence is mixed on the social competencies that Latino children bring to kindergarten and the extent to which these skills advance cognitive growth. Building from ecocultural and developmental-risk theory, this paper shows children's social competence to be adaptive to the normative expectations and cognitive requirements of culturally bounded settings in both the home and classroom. Latino socialization in the home may yield social competencies that teachers value rather than reflect "risk factors" that constrain children's school readiness. We draw on the Early Childhood Longitudinal Study, kindergarten cohort (N = 19,590) to detail 5 social competencies at entry to school--self-control, interpersonal skills, approaches to learning, internalizing and externalizing problem behaviors--and to examine variability among Latino subgroups. We then test the extent to which baseline variation in social competence accounts for children's cognitive growth during the kindergarten year. We find that Latino children from poor, but not middle-class, families display weaker social competencies vis-à-vis White children (all relationships p cognitive growth, which is shaped most strongly by positive approaches to learning. The disparities in competencies observed for Latino children from poor families, relative to White children, are significant yet much smaller than gaps in baseline levels of mathematical understanding. We discuss how the consonance or mismatch between competencies acquired at home and those valued by teachers must consider cultural differences, social-class position, and variation among diverse Latino subgroups. 2010 APA, all rights reserved

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

    Science.gov (United States)

    Lira, Matthew

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

  17. 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.

  18. Mathematical Teachers' Perception: Mobile Learning and Constructing 21st Century Collaborative Cloud-Computing Environments in Elementary Public Schools in the State of Kuwait

    Science.gov (United States)

    Alqallaf, Nadeyah

    2016-01-01

    The purpose of this study was to examine Kuwaiti mathematical elementary teachers' perceptions about their ability to integrate M-learning (mobile learning) into their current teaching practices and the major barriers hindering teachers' ability to create an M-learning environment. Furthermore, this study sought to understand teachers' perceptions…

  19. 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.

  20. "Let's Count": Improving Community Approaches to Early Years Mathematics Learning, Teaching and Dispositions through Noticing, Exploring and Talking about Mathematics

    Science.gov (United States)

    Perry, Bob; Hampshire, Ann; Gervaxoni, Ann; O'Neill, Will

    2016-01-01

    "Let's Count" is a preschool mathematics intervention implemented by The Smith Family from 2012 to the present in "disdvantaged" communities across Australia. It is based on current mathematics and early childhood education research and aligns with the Early Years Learning Framework. Let's Count has been shown to be effective…

  1. 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…

  2. 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.

  3. Instructional design in mathematics for undergraduate students based on learning by mistakes approach utilizing scilab assistance

    Science.gov (United States)

    Kartika, H.

    2018-03-01

    The issue related to making mistake while learning such as negative emotion is found while students learn mathematics with the aid of a computer. When the computer output showed a mistake message, the students considered it as a computer software malfunction. Based on this issue, the writer designs an instructional model based on learning by mistake approach and which is Scilab assisted. The method used in this research is research design involving undergraduate students in matrix algebra courses. The data collected throught survey with questionnaire to gain feedback about the approach implemented. The data analyzed using quantitative descriptive. The instructional design proposed is the student act as a mistake corrector while the teacher acts as a mistake maker. Teacher deliberately makes mistakes with the help of Scilab software. On the other hand, students correct, analyze and explain errors resulting from Scilab software. The result of this research is an ICT based instructional design which is expected to be applicable as an alternative learning in directing students to think positively about mistakes in learning. Furthermore, students are also expected to improve their ability in understanding and thinking critically while solving problems and improving themselves in learning mathematics.

  4. 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.......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...

  5. Understanding Interorganizational Learning Based on Social Spaces and Learning Episodes

    Directory of Open Access Journals (Sweden)

    Anelise Rebelato Mozzato

    2014-07-01

    Full Text Available Different organizational settings have been gaining ground in the world economy, resulting in a proliferation of different forms of strategic alliances that translate into a growth in the number of organizations that have started to deal with interorganizational relationships with different actors. These circumstances reinforce Crossan, Lane, White and Djurfeldt (1995 and Crossan, Mauer and White (2011 in exploring what authors refer to as the fourth, interorganizational, level of learning. These authors, amongst others, suggest that the process of interorganizational learning (IOL warrants investigation, as its scope of analysis needs widening and deepening. Therefore, this theoretical essay is an attempt to understand IOL as a dynamic process found in interorganizational cooperative relationships that can take place in different structured and unstructured social spaces and that can generate learning episodes. According to this view, IOL is understood as part of an organizational learning continuum and is analyzed within the framework of practical rationality in an approach that is less cognitive and more social-behavioral.

  6. From boring to scoring - a collaborative serious game for learning and practicing mathematical logic for computer science education

    Science.gov (United States)

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

    2013-06-01

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

  7. 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...

  8. Self-Determination Theory and Middle School Mathematics Teachers: Understanding the Motivation to Attain Professional Development

    Science.gov (United States)

    Crawford, Amy K.

    2017-01-01

    The purpose of this phenomenological research study was to use Self-Determination Theory as a framework to analyze middle school mathematics teachers' motivation to attain effective professional development concerning Ohio's Learning Standards as well as other instructional aspects that affect the classroom. Teachers are exceptionally busy meeting…

  9. Mathematics Teaching Practices with Technology that Support Conceptual Understanding for Latino/a Students

    Science.gov (United States)

    Zahner, William; Velazquez, Griselda; Moschkovich, Judit; Vahey, Phil; Lara-Meloy, Teresa

    2012-01-01

    We analyze how three seventh grade mathematics teachers from a majority Latino/a, linguistically diverse region of Texas taught the same lesson on interpreting graphs of motion as part of the Scaling Up SimCalc study (Roschelle et al., 2010). The students of two of the teachers made strong learning gains as measured by a curriculum-aligned…

  10. 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.

  11. 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.

  12. CASCADE-IMEI: A learning environment of realistic mathematics for student teachers in Indonesia

    OpenAIRE

    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 doing mathematics as learners during a course and providing additional information about RME in a web site can increase their performance in teaching realistic mathematics in the school classroom.

  13. The Enhancement of Mathematical Problem Solving Ability of Senior High School Students Through Quantum Learning

    OpenAIRE

    Julita, Julita

    2017-01-01

    This study is aimed to examine the quality of quantum learning imfluence toward the enhancement of mathematical problem solving ability of Senior High School students, both viewed entirely and based on mathematical initial ability (MIA) category.  In particular, this study is aimed to examine enhancement difference of students’ mathematical problem solving ability in a whole and in each level of mathematical initial ability (high, medium and low) between students who receive quantum learning ...

  14. 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.

  15. Elementary Mathematics Teachers' Beliefs and Practices: Understanding the Influence of Teaching in a STEAM Setting

    Science.gov (United States)

    Negreiros, Melissa

    2017-01-01

    Many elementary mathematics teachers hold beliefs about the teaching and learning of mathematics and enact practices that are not aligned with the recommendations of reform efforts in the field of mathematics education (Stigler & Hiebert, 2009). For standards-based reform to gain any significant success, many teachers will have to alter the…

  16. 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...

  17. 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…

  18. A Conceptual Framework for Learning to Teach Secondary Mathematics: A Situative Perspective

    Science.gov (United States)

    Peressini, Dominic; Borko, Hilda; Romagnano, Lew; Knuth, Eric; Willis, Christine

    2004-01-01

    This paper offers for discussion and critique a conceptual framework that applies a situative perspective on learning to the study of learning to teach mathematics. From this perspective, such learning occurs in many different situations--mathematics and teacher preparation courses, pre-service field experiences, and schools of employment. By…

  19. 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…

  20. 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…

  1. 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…

  2. Probing when Japanese junior high school students begin to feel difficulty in learning mathematics

    Science.gov (United States)

    Nishikawa, Tomoko; Izuta, Giido

    2017-05-01

    It is thought that the increasing number of Japanese students avoiding mathematics has become a serious problem in the last decades. Japanese junior high school students are learning the basic understanding and skills of mathematics during the years of mandatory education. To our knowledge, there are few reports about the time when Japanese junior high school students begin to feel difficulty in mathematics learning. The aim of this work is to examine this case. To accomplish this purpose, a typical public junior high school in a country city with 616 students (182 first-year, 212 second-year, 222 third-year) in all was chosen to be the field of investigation. Likert scale type questionnaires to assess their feelings were conducted, and the respondents who answered `difficulty' and `a little difficulty' were extracted. The number of respondents were 89 first-year (26 males, 63 females), 76 second-year (27 males, 49 females), and 112 third-year (45 males, 67 females) students. The beginning time was divided into school years when it was in elementary school, and semesters when it was in junior high school. Ordinary statistical processings for each grade and gender were performed to analyze them. It was found that the time when they began to have difficulty learning mathematics was different in gender. Male students tended to start from higher-grade of elementary school whereas female students from middle-grade of elementary school. In other words, these results showed differences in gender and time. Finally, these examinations suggest that teachers need to provide appropriate support for students at a suitable time in the elementary school. Also these results are useful in mathematics education of elementary school.

  3. Pedagogical content knowledge: Knowledge of pedagogy novice teachers in mathematics learning on limit algebraic function

    Science.gov (United States)

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

    2017-02-01

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

  4. 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

  5. Mathematical beauty in service of deep approach to learning

    DEFF Research Database (Denmark)

    Karamehmedovic, Mirza

    2015-01-01

    In the fall of 2014 I taught ‘02601 Introduction to Numerical Algorithms’ to a class of 86 engineering students at Technical University of Denmark. The course employed basic calculus and linear algebra to elucidate and analyse canonical algorithms of scientific computing. A major part of the course...... 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. 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.

  7. 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...

  8. Graphing Calculator Exposure of Mathematics Learning in a Partially Technology Incorporated Environment

    Science.gov (United States)

    Kharuddin, Azrul Fazwan; Ismail, Noor Azina

    2017-01-01

    Integrating technology in the mathematics curriculum has become a necessary task for curriculum developers as well as mathematics practitioners across the world and time. In general research studies seeking a better understanding of how best to integrate mathematics analysis tools with mathematics subject matter normally observe mathematics…

  9. Active Learning and Student Engagement in Mathematics at Madrasah Ibtidâ’iyah Al-Jauharotunnaqiyah

    Directory of Open Access Journals (Sweden)

    Ir. Kartina

    2011-12-01

    Full Text Available Teaching for active learning has been widely recognized as a more effective teaching methodology than traditional transmission models of teaching. However, numerous studies have documented the persistence of traditional teaching methods despite the extensive research literature on the effectiveness of teaching for active learning and frequent efforts to train teachers to use this approach in their classrooms. In this article a team of lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa in Indonesia report on an action research project carried out at an elementary-level madrasah in the city of Cilegon. Members of the team gathered qualitative data through interviews, focus groups, and classroom observations in order to better understand the challenges teachers faced in teaching for active learning before designing and carrying out a collaborative intervention designed to help teachers use active learning strategies in a mathematics classroom. Key Words: Active Learning, Madrasah, Mathematics, Indonesia

  10. An Examination of Mathematically Gifted Students' Learning Styles by Decision Trees

    Directory of Open Access Journals (Sweden)

    Esra Aksoy

    2015-12-01

    Full Text Available The aim of this study was to examine mathematically gifted students' learning styles through data mining method. ‘Learning Style Inventory’ and ‘Multiple Intelligences Scale’ were used to collect data. The sample included 234 mathematically gifted middle school students. The construct decision tree was examined predicting mathematically gifted students’ learning styles according to their multiple intelligences and gender and grade level. Results showed that all the variables used in the study had a significant effect on mathematically gifted students’ learning styles, but the most effective attribute found was intelligence type.

  11. Visual technology for the autonomous learning of mathematics

    Directory of Open Access Journals (Sweden)

    Helmut Linneweber‐Lammerskitten

    2010-07-01

    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.

  12. 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.

  13. 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.

  14. 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.

  15. Mapping IMS Learning Design and Moodle. A first understanding

    NARCIS (Netherlands)

    Burgos, Daniel

    2006-01-01

    Burgos, D. (2006). Mapping IMS Learning Design and Moodle. A first understanding. Presentation at the 8th International Simposio of Educational Computer Science. October, 24-27, 2006, León, Spain: IEEE Technical Committee on Learning Technology.

  16. Virtual Visualisation Laboratory for Science and Mathematics Content (Vlab-SMC) with Special Reference to Teaching and Learning of Chemistry

    Science.gov (United States)

    Badioze Zaman, Halimah; Bakar, Norashiken; Ahmad, Azlina; Sulaiman, Riza; Arshad, Haslina; Mohd. Yatim, Nor Faezah

    Research on the teaching of science and mathematics in schools and universities have shown that available teaching models are not effective in instilling the understanding of scientific and mathematics concepts, and the right scientific and mathematics skills required for learners to become good future scientists (mathematicians included). The extensive development of new technologies has a marked influence on education, by facilitating the design of new learning and teaching materials, that can improve the attitude of learners towards Science and Mathematics and the plausibility of advanced interactive, personalised learning process. The usefulness of the computer in Science and Mathematics education; as an interactive communication medium that permits access to all types of information (texts, images, different types of data such as sound, graphics and perhaps haptics like smell and touch); as an instrument for problem solving through simulations of scientific and mathematics phenomenon and experiments; as well as measuring and monitoring scientific laboratory experiments. This paper will highlight on the design and development of the virtual Visualisation Laboratory for Science & Mathematics Content (VLab-SMC) based on the Cognitivist- Constructivist-Contextual development life cycle model as well as the Instructional Design (ID) model, in order to achieve its objectives in teaching and learning. However, this paper with only highlight one of the virtual labs within VLab-SMC that is, the Virtual Lab for teaching Chemistry (VLab- Chem). The development life cycle involves the educational media to be used, measurement of content, and the authoring and programming involved; whilst the ID model involves the application of the cognitivist, constructivist and contextual theories in the modeling of the modules of VLab-SMC generally and Vlab-Chem specifically, using concepts such as 'learning by doing', contextual learning, experimental simulations 3D and real

  17. The double-loop feedback for active learning with understanding

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    2004-01-01

    Learning is an active process, and in engineering education authentic projects is often used to activate the students and promote learning. However, it is not all activity that leads to deep learning; and in a rapid changing society deep understanding is necessary for life-long learning. Empirical...... findings at DTU question the direct link between high activity and a deep approach to learning. Active learning is important to obtain engineering competencies, but active learning requires more than activity. Feedback and reflection is crucial to the learning process, since new knowledge is built...... on the student’s existing understanding. A model for an active learning process with a double-loop feedback is suggested - the first loop gives the student experience through experimentation, the second conceptual understanding through reflection. Students often miss the second loop, so it is important...

  18. 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.

  19. READINESS FOR BLENDED LEARNING: UNDERSTANDING ATTITUDE OF UNIVERSITY STUDENTS

    Directory of Open Access Journals (Sweden)

    Chun Meng Tang

    2013-12-01

    Full Text Available Information technology (IT has provided new means for learning delivery outside of conventional classrooms. Leveraging on IT, blended learning is an approach which takes advantage of the best that both the classroom and online learning can provide. To help institutions of higher learning (IHLs improve their understanding of how students view blended learning and formulate a strategy to successfully implement blended learning, the main objective of this paper is to examine how the attitude of students towards different learning aspects could influence their readiness for blended learning. We conceptualized six learning aspects in a research model and then collected responses from 201 full-time undergraduate students to validate the model. Analyses revealed three key findings. First, the use of technology in education was not a hindrance to the students. Second, blended learning adaptability, which was modelled as a second-order formative construct and formed by four first-order reflective constructs—attitude towards online learning, study management, online interaction, and learning flexibility—had a positive relationship with student readiness for blended learning. Third, attitude towards classroom learning had a negative relationship with student readiness for blended learning. An understanding of student attitude towards different learning aspects can be critical in the assessment of student readiness for blended learning, which is a prerequisite for successful implementation of blended learning.

  20. 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.

  1. INVESTIGATING THE MOST NEGLECTED STUDENT LEARNING DOMAIN IN HIGHER EDUCATION: A CASE STUDY ON THE IMPACT OF TECHNOLOGY ON STUDENT BEHAVIOUR AND EMOTIONS IN UNIVERSITY MATHEMATICS LEARNING

    Directory of Open Access Journals (Sweden)

    Samuel Olugbenga King

    2016-08-01

    Full Text Available Do students’ emotions and behaviours influence their learning in mathematics classes, and if yes, how and why? Based on a qualitative research design, evidence on how the use of Electronic Voting Systems (EVS has influenced students’ emotional and behavioural engagement with university mathematics learning is presented. The results show that the use of EVS enables students to diagnose their level of understanding of learning material, relative to the rest of the class. EVS use also helps, in real time, to stimulate, maintain, and re-focus student attention during mathematics instruction. A favourable perception of the learning environment as being altruistic appears to have influenced students to emotionally identify and align themselves with mathematics learning goals. There is enhanced interactivity in EVS-facilitated lectures, including positive student competitiveness, while the EVS anonymity utility also enhances increased student participation rates. However, a major disincentive to student engagement is the use of EVS-based mathematics questions with low cognitive demand. This research is a contribution to how specific educational technology-based interventions influence student engagement.

  2. What Mathematics Education Might Learn from the Work of Well-Respected African American Mathematics Teachers in Urban Schools

    Science.gov (United States)

    Chazan, Daniel; Brantlinger, Andrew; Clark, Lawrence M.; Edwards, Ann R.

    2013-01-01

    Background/Context: This opening article, like the other articles in this special issue, is situated in scholarship that attempts to understand the racialized nature of mathematics education in the United States and to examine the racial identities of students and teachers in the context of school mathematics. It is designed to respond to the…

  3. Promoting middle school students’ abstract-thinking ability through cognitive apprenticeship instruction in mathematics learning

    Science.gov (United States)

    Yusepa, B. G. P.; Kusumah, Y. S.; Kartasasmita, B. G.

    2018-01-01

    The aim of this study is to get an in-depth understanding of students’ abstract-thinking ability in mathematics learning. This study was an experimental research with pre-test and post-test control group design. The subject of this study was eighth-grade students from two junior high schools in Bandung. In each schools, two parallel groups were selected and assigned into control and experimental groups. The experimental group was exposed to Cognitive Apprenticeship Instruction (CAI) treatment, whereas the control group was exposed to conventional learning. The results showed that abstract-thinking ability of students in experimental group was better than that of those in control group in which it could be observed from the overall and school level. It could be concluded that CAI could be a good alternative learning model to enhance students’ abstract-thinking ability.

  4. Understanding the Gender Gap in Mathematics Achievement: The Role of Self-Efficacy and Stereotype Threat

    Science.gov (United States)

    Schwery, Denise; Hulac, David; Schweinle, Amy

    2016-01-01

    This literature review provides school psychologists with an understanding of the important issues related to the gender gap in mathematics achievement. The extant literature suggests that girls tend to receive lower scores than boys on standardized math tests, but in general these differences tend to be small. However, girls have better classroom…

  5. On the Axiomatization of Mathematical Understanding: Continuous Functions in the Transition to Topology

    Science.gov (United States)

    Cheshire, Daniel C.

    2017-01-01

    The introduction to general topology represents a challenging transition for students of advanced mathematics. It requires the generalization of their previous understanding of ideas from fields like geometry, linear algebra, and real or complex analysis to fit within a more abstract conceptual system. Students must adopt a new lexicon of…

  6. Shifting Preservice Teachers' Beliefs and Understandings to Support Pedagogical Change in Mathematics

    Science.gov (United States)

    Letwinsky, Karim Medico; Cavender, Monica

    2018-01-01

    Many preservice teacher (PST) programs throughout the world are preparing students to implement the Core Standards, which require deeper conceptual understandings of mathematics and an informed approach for teaching. In this qualitative multi-case study, researchers explored the teaching methods for two university instructors and changes in PSTs…

  7. Understanding post-operative temperature drop in cardiac surgery: a mathematical model

    NARCIS (Netherlands)

    Tindall, M. J.; Peletier, M. A.; Severens, N. M. W.; Veldman, D. J.; de Mol, B. A. J. M.

    2008-01-01

    A mathematical model is presented to understand heat transfer processes during the cooling and re-warming of patients during cardiac surgery. Our compartmental model is able to account for many of the qualitative features observed in the cooling of various regions of the body including the central

  8. Enhancing Self-Efficacy of Elementary School Students to Learn Mathematics

    Science.gov (United States)

    Katz, Sara

    2015-01-01

    Mathematics is a key to all scientific subjects. Learning mathematics requires cognitive and meta-cognitive effort. Many students suffer from mathematics anxiety that very often leads to physiological symptoms. Self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance that affect their lives.…

  9. Reading and Mathematics Bound Together: Creating a Home Environment for Preschool Learning

    Science.gov (United States)

    Godwin, Amber J.; Rupley, William H.; Capraro, Robert M.; Capraro, Mary Margaret

    2016-01-01

    The combination of mathematics and reading in family reading time can positively impact children's ability to make sense of representations in both mathematics and reading. Four families volunteered to participate in this field based inquiry to learn how to integrate mathematics and reading in parent-supported activities. Four parents and their…

  10. 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…

  11. Applying a Universal Design for Learning Framework to Mediate the Language Demands of Mathematics

    Science.gov (United States)

    Thomas, Cathy Newman; Van Garderen, Delinda; Scheuermann, Amy; Lee, Eun Ju

    2015-01-01

    This article provides information about the relationship between mathematics, language, and literacy and describes the difficulties faced by students with disabilities with math content based on the language demands of mathematics. We conceptualize mathematics language as a mode of discourse for math learning that can be thought of as receptive…

  12. 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…

  13. 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

  14. Understanding the learning styles of undergraduate physiotherapy ...

    African Journals Online (AJOL)

    Background. Undergraduate students at universities have different learning styles. To perform optimally, both they and their educators should be made aware of their preferred learning styles and problem-solving abilities. Students have different backgrounds, strengths, weaknesses, interests, ambitions, levels of motivation ...

  15. Understanding Observational Learning: An Interbehavioral Approach

    Science.gov (United States)

    Fryling, Mitch J.; Johnston, Cristin; Hayes, Linda J.

    2011-01-01

    Observational learning is an important area in the field of psychology and behavior science more generally. Given this, it is essential that behavior analysts articulate a sound theory of how behavior change occurs through observation. This paper begins with an overview of seminal research in the area of observational learning, followed by a…

  16. [Mathematical abilities and executive function in children with attention deficit hyperactivity disorder and learning disabilities in mathematics].

    Science.gov (United States)

    Miranda Casas, Ana; Meliá de Alba, Amanda; Marco Taverner, Rafaela

    2009-02-01

    Mathematical abilities and executive function in children with attention deficit hyperactivity disorder and learning disabilities in mathematics. Even though 26% of children with attention deficit hyperactivity disorder (ADHD) show a specific mathematic learning difficulty (MLD), the studies have been scarce. The present study had the following goals: 1) to study the profile related to cognitive and metacognitive skills implied in calculation and problem-solving in children with ADHD+MLD, and to compare them in children with ADHD, children with MLD, and children without problems; 2) to study the severity of the deficit in executive function (EF) in children with ADHD+MLD. Comparing the groups MLD, ADHD, ADHD+MLD, and children without problems, the results highlighted that children with ADHD+MLD showed a cognitive and metacognitive deficit in mathematic achievement. Furthermore, results showed a more severe deficit in the EF in children with ADHD+MLD.

  17. A comparison of techniques for learning and using mathematics and a study of their relationship to logical principles

    NARCIS (Netherlands)

    Grigoras, D.R.; Halverscheid, S.; Hoede, C.

    2007-01-01

    Various techniques exist for learning mathematical concepts, like experimentation and exploration, respectively using mathematics, like modelling and simulation. For a clear application of such techniques in mathematics education, there should be a clear distinction between these techniques. A

  18. 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

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

    Directory of Open Access Journals (Sweden)

    Adeneye Olarewaju Awofala

    2016-12-01

    Full Text Available 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 word problems. Motivation to learn mathematics word problems was measured by the mathematics word problems motivation questionnaire and data collected for the study were analysed using the independent samples t-test and one way ANOVA. The results showed significant main effect of personalization of instruction on students’ motivation to learn mathematics word problems whereas no significant main effect of gender was found on the dependent measure.

  20. Using Inquiry-Based Learning to Support the Mathematical Learning of Students with SEBD

    Directory of Open Access Journals (Sweden)

    Jonathan Camenzuli

    2014-11-01

    Full Text Available This paper, which draws on action research methodology, explores the use of inquirybased learning (IBL in the teaching of mathematics to students with social, emotional and behavioural difficulties (SEBD. The year-long study was conducted in a Form 3 secondary class that grouped 13 male students with SEBD in a Maltese secondary school. After first creating an IBL-friendly classroom environment in the initial months, the actual implementation of IBL pedagogy in class began in the second term and spread over a 15 week period. The data included teacher observations that were recorded in a reflective research journal, two sessions of in-depth interviews with students, student journal writing, samples of students’ work and student marks in the school-based half yearly and annual mathematics examinations. The findings indicate that the use of IBL in the mathematics classroom can benefit students with SEBD in a number of ways. These include infusing a sense of enjoyment during lessons, improved student behaviour and motivation to learn, and facilitating the learning of mathematics which generally translated in higher achievement levels.

  1. Mathematical modeling applied to understand the host-pathogen interaction of HIV infection in Bangladesh

    Directory of Open Access Journals (Sweden)

    S. K. Sahani

    2017-10-01

    Full Text Available The most urgent public health problem today is to devise effective strategies to minimize the destruction caused by the AIDS epidemic. The understanding of HIV infection through mathematical modeling have made a significant contribution. The interaction of host to pathogen have been determined by fitting mathematical models to experimental data. In Bangladesh, the increasing rate of HIV infection comparing to the other countries of the world is not so high. Among the most at risk population of Bangladesh the HIV prevalent is still considered to be low with prevalence 1 then HIV infection persists.

  2. 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

  3. Rousing Students' Minds in Postsecondary Mathematics: The Undergraduate Learning Assistant Model

    Science.gov (United States)

    Webb, David C.; Stade, Eric; Grover, Ryan

    2014-01-01

    This article presents several of the challenges facing postsecondary mathematics education and describes how the undergraduate Learning Assistant (LA) program has been used as a catalyst to engage faculty and students in redesigning opportunities to learn mathematics. Characteristics of the LA program that have been used to transform introductory…

  4. 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…

  5. 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…

  6. 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...

  7. 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…

  8. 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

  9. Supporting English Second-Language Learners in Disadvantaged Contexts: Learning Approaches That Promote Success in Mathematics

    Science.gov (United States)

    Warren, Elizabeth; Miller, Jodie

    2015-01-01

    In the Australian context, children living in disadvantaged circumstances, whose second language is English, are one of the groups at risk of failing in mathematics. This paper explores the impact purposely developed learning activities (Representations, Oral Language and Engagement in Mathematics Learning activities) have on pupils' mathematics…

  10. Assistance of Students with Mathematical Learning Difficulties: How Can Research Support Practice?

    Science.gov (United States)

    Scherer, Petra; Beswick, Kim; DeBlois, Lucie; Healy, Lulu; Opitz, Elisabeth Moser

    2016-01-01

    When looking at teaching and learning processes in mathematics education students with mathematical learning difficulties or disabilities are of great interest. To approach the question of how research can support practice to assist these students one has to clarify the group or groups of students that we are talking about. The following…

  11. Effects of Competitive and Cooperative Learning Strategies on Academic Performance of Nigerian Students in Mathematics

    Science.gov (United States)

    Kolawole, E. B.

    2008-01-01

    This study investigated the effects of the cooperative and competitive learning on academic performance of students in mathematics in order to find out which one of them is the more effective learning strategy. The sample of the study was 400 Senior Secondary Schools III, Mathematics students made up of 240 boys and 160 girls randomly selected…

  12. A Practicum Mentoring Model for Supporting Prospective Elementary Teachers in Learning to Teach Mathematics

    Science.gov (United States)

    Lin, Pi-Jen; Acosta-Tello, Enid

    2017-01-01

    The purpose of this study was to design and implement a practicum mentoring model to support prospective teachers as they learn to teach mathematics within a teacher education program. The context of this report on the practicum with an innovative mentoring model consisted of a pair of prospective teachers learning to teach mathematics from one…

  13. 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.

  14. 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…

  15. Understanding Digital Learning and Its Variable Effects

    Science.gov (United States)

    Means, B.

    2016-12-01

    An increasing proportion of undergraduate courses use an online or blended learning format. This trend signals major changes in the kind of instruction students receive in their STEM courses, yet evidence about the effectiveness of these new approaches is sparse. Existing syntheses and meta-analyses summarize outcomes from experimental or quasi-experimental studies of online and blended courses and document how few studies incorporate proper controls for differences in student characteristics, instructor behaviors, and other course conditions. The evidence that is available suggests that on average blended courses are equal to or better than traditional face-to-face courses and that online courses are equivalent in terms of learning outcomes. But these averages conceal a tremendous underlying variability. Results vary markedly from course to course, even when the same technology is used in both. Some research suggests that online instruction puts lower-achieving students at a disadvantage. It is clear that introducing digital learning per se is no guarantee that student engagement and learning will be enhanced. Getting more consistently positive impacts out of learning technologies is going to require systematic characterization of the features of learning technologies and associated instructional practices as well as attention to context and student characteristics. This presentation will present a framework for characterizing essential features of digital learning resources, implementation practices, and conditions. It will also summarize the research evidence with respect to the learning impacts of specific technology features including spaced practice, immediate feedback, mastery learning based pacing, visualizations and simulations, gaming features, prompts for explanations and reflection, and tools for online collaboration.

  16. A Framework for Understanding Learning from Management Simulations.

    Science.gov (United States)

    Tonks, David; Armitage, S.

    1997-01-01

    Proposes a framework for understanding aspects of learning from computer-based management simulations based on research with MBA (Masters of Business Administration) students in three European business schools that identified students' perceptions of learning outcomes from experience using computer-based management simulations. Learning style and…

  17. Statistical Learning as a Basis for Social Understanding in Children

    Science.gov (United States)

    Ruffman, Ted; Taumoepeau, Mele; Perkins, Chris

    2012-01-01

    Many authors have argued that infants understand goals, intentions, and beliefs. We posit that infants' success on such tasks might instead reveal an understanding of behaviour, that infants' proficient statistical learning abilities might enable such insights, and that maternal talk scaffolds children's learning about the social world as well. We…

  18. Understanding of Foreign Language Learning of Generation Y

    Science.gov (United States)

    Bozavli, Ebubekir

    2016-01-01

    Different generations are constituted depending on social changes and they are designed sociologically as traditional, baby boomer, X, Y and Z. Many studies have been reported on understanding of foreign language learning generation Y. This study aims to realise the gap in and contribute to the research on language learning understanding of…

  19. 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…

  20. 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…

  1. Children's developing understanding of what and how they learn.

    Science.gov (United States)

    Sobel, David M; Letourneau, Susan M

    2015-04-01

    What do children know about learning? Children between 4 and 10 years of age were asked what they thought the word learning meant and then engaged in a structured interview about what kinds of things they learned and how they learned those things. Most of the 4- and 5-year-olds' responses to these questions indicated a lack of awareness about the nature of learning or how learning occurs. In contrast, the 8- to 10-year-olds showed a strong understanding of learning as a process and could often generate explicit metacognitive responses indicating that they understood under what circumstances learning would occur. The 6- and 7-year-olds were in a transitional stage between these two levels of understanding. We discuss the implications of this development with children's theory-of-mind development more generally. Copyright © 2015 Elsevier Inc. All rights reserved.

  2. 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

  3. 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. 

  4. 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.

  5. 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…

  6. Adolescent literacy: learning and understanding content.

    Science.gov (United States)

    Goldman, Susan R

    2012-01-01

    Learning to read--amazing as it is to small children and their parents--is one thing. Reading to learn, explains Susan Goldman of the University of Illinois at Chicago, is quite another. Are today's students able to use reading and writing to acquire knowledge, solve problems, and make decisions in academic, personal, and professional arenas? Do they have the literacy skills necessary to meet the demands of the twenty-first century? To answer these questions, Goldman describes the increasingly complex comprehension, reasoning skills, and knowledge that students need as they progress through school and surveys what researchers and educators know about how to teach those skills. Successfully reading to learn requires the ability to analyze, synthesize, and evaluate information from multiple sources, Goldman writes. Effective readers must be able to apply different knowledge, reading, and reasoning processes to different types of content, from fiction to history and science, to news accounts and user manuals. They must assess sources of information for relevance, reliability, impartiality, and completeness. And they must connect information across multiple sources. In short, successful readers must not only use general reading skills but also pay close attention to discipline-specific processes. Goldman reviews the evidence on three different instructional approaches to reading to learn: general comprehension strategies, classroom discussion, and disciplinary content instruction. She argues that building the literacy skills necessary for U.S. students to read comprehensively and critically and to learn content in a variety of disciplines should be a primary responsibility for all of the nation's teachers. But outside of English, few subject-area teachers are aware of the need to teach subject-area reading comprehension skills, nor have they had opportunities to learn them themselves. Building the capacity of all teachers to meet the literacy needs of today's students

  7. An investigation into the opportunity to learn that is available to Grade 12 mathematics learners

    Directory of Open Access Journals (Sweden)

    Gerrit Stols

    2013-01-01

    Full Text Available This study investigated the opportunity to learn (OTL that is available to Grade 12 mathematics learners. Learner workbooks were analysed in terms of time on task, curriculum coverage, curriculum coherence, and cognitive demand. Based on these elements, experienced mathematics teachers judged the opportunity that the learners have to achieve more than 60% for each topic. According to the workbooks, the average number of active learning days in this sample was 54.1 days per annum. This resulted in limited curriculum coverage in almost all sections in 16 of the 18 under-performing schools. In these schools, learners spent most of their time practising routine procedures. The high correlation of 0.95 (p < 0.001 between the experts'prediction about the opportunity to learn in the different schools (based on the learner workbooks and learners' actual performance in the Grade 12 exam shows that the number, the coverage, the cognitive level, and the coherence of activities play a major role in understanding learner performance.

  8. Mathematical understanding of nature essays on amazing physical phenomena and their understanding by mathematicians

    CERN Document Server

    Arnold, V I

    2014-01-01

    This collection of 39 short stories gives the reader a unique opportunity to take a look at the scientific philosophy of Vladimir Arnold, one of the most original contemporary researchers. Topics of the stories included range from astronomy, to mirages, to motion of glaciers, to geometry of mirrors and beyond. In each case Arnold's explanation is both deep and simple, which makes the book interesting and accessible to an extremely broad readership. Original illustrations hand drawn by the author help the reader to further understand and appreciate Arnold's view on the relationship between math

  9. Students’ Mathematical Communication Ability using Learning Cycle 7E on Junior High School

    Science.gov (United States)

    Jati, N. H. D.; Budiyono; Slamet, I.

    2017-09-01

    This study aims to determine whether there are differences in the effect of applying learning cycle 7E and direct learning to students’ mathematical communication ability in junior high school. This research was conducted at junior high school 16 Surakarta. This study was conducted in the even semester of 2017. This research uses the experimental method. The study sample consisted of two classes taken randomly from the eighth grade. The experimental class is treated 7E learning cycle and the control class is given direct learning. Methods of data collection in this study using the method of documentation and test methods. The data analysis in this research uses t-test. Data obtained from experiment class and control class. The results of this study conclude that there are differences in the effect of applying the learning cycle 7E and direct learning to students’ mathematical communication ability. This proves that students ‘mathematical communication ability using 7E learning cycle is better than students’ mathematical communication ability using direct learning. This happens because the Learning cycle 7E there are steps that can be used to improve the ability of mathematical communication such as for elicit, engage, explore, explain, elaborate, evaluate and extend. Learning cycle 7E can be used to improve students’ mathematical communication ability of junior high school.

  10. Exploring ESL students' understanding of mathematics in the early years: factors that make a difference

    Science.gov (United States)

    Miller, Jodie; Warren, Elizabeth

    2014-12-01

    Students living in disadvantaged contexts and whose second language is English (ESL) are at risk of not succeeding in school mathematics. It has been internationally recognised that students' socioeconomic background and their achievements in mathematics is more pronounced for Australian students (Thomson et al. 2011). This gap is even more prominent for students who also have English as their second language (ESL). This paper explores the impact of the representations, oral language and engagement in mathematics (RoleM) learning experiences on ESL students' performance in mathematics in the early years (foundation-year 2). All students participating in the study are from disadvantaged contexts ( n = 461). The sample comprised 328 students who identified themselves as having English as a second language (ESL) and 133 mainstream students. Pre- and post-tests were conducted at the commencement and completion of each school year. All students demonstrated a significant improvement on their post-test scores, with ESL students displaying greater gains than the mainstream students. Additionally, students' results were meeting norm-referenced expectations for students of the same age. A hypothesised taxonomy was developed to further investigate which types of test items foundation ESL students displayed greatest gains. ESL students again outperformed the mainstream cohort on all levels of test categorisation, including questions that were linguistically and conceptually challenging for foundation students.

  11. 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.

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

    Directory of Open Access Journals (Sweden)

    Sri Rosepda Sebayang

    2015-12-01

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

  13. Students' perception and relationship between confidence and anxiety in teaching and learning mathematics: A case study in Sekolah Kebangsaan Bukit Kuda, Klang

    Science.gov (United States)

    Mohd Nordin, Noraimi Azlin; Md Tahir, Herniza; Kamis, Nor Hanimah; Khairul Azmi, Nurul Nisa'

    2013-04-01

    In general, Mathematics is one of the core subjects need to be learned by students regardless they are in primary and secondary schools. Different students might have different views and interests on Mathematics subjects. This is due to different level of thinking for each student. Students' acceptance and confidence level in learning Mathematics will depend on various factors among them. A program named "Mini Hari Matematik" was conducted in Sekolah Rendah Kebangsaan Bukit Kuda, Klang exclusively for 49 students of standard four, five and six to identify the students' perception and correlation between their confidence and anxiety in learning Mathematics. This program was intended to give exposure to the students on the importance of Mathematics in life and hence, develop their interest in learning Mathematics. We measure the students' perception on teaching and learning Mathematics using statistical approach based on SPSS. The analysis includes mean, variance, observations, correlation and so on. Based on the results obtained, it is found that there is a positive correlation between students' confidence and anxiety in learning Mathematics in their daily life. In addition, students are more attracted to Mathematics if this subject is blended with game elements in their teaching and learning process. As a conclusion, we can see that there are three basic foundations need to be developed in each of the students about Mathematics which are firstly, their early understanding on the subject itself, ability to communicate regarding this subject and how they apply this subject in decision making and problem solving. This program gives high benefit to the students in preparing them towards the science and technology era.

  14. 21st-Century Urban Renewal: Mathematical Understanding of Real-World Graphical Data Using Geospatial Technologies

    Science.gov (United States)

    DeBay, Dennis J.

    2017-01-01

    The introduction of real-world, meaningful tasks in mathematics classrooms promises to create opportunities for enhancing students' learning through active engagement with mathematical ideas; however, researchers have given little consideration to the contexts in which urban high-school students live. The case study of three students reported in…

  15. Why Learning Common Fractions Is Uncommonly Difficult: Unique Challenges Faced by Students With Mathematical Disabilities.

    Science.gov (United States)

    Berch, Daniel B

    In this commentary, I examine some of the distinctive, foundational difficulties in learning fractions and other types of rational numbers encountered by students with a mathematical learning disability and how these differ from the struggles experienced by students classified as low achieving in math. I discuss evidence indicating that students with math disabilities exhibit a significant delay or deficit in the numerical transcoding of decimal fractions, and I further maintain that they may face unique challenges in developing the ability to effectively translate between different types of fractions and other rational number notational formats-what I call conceptual transcoding. I also argue that characterizing this level of comprehensive understanding of rational numbers as rational number sense is irrational, as it misrepresents this flexible and adaptive collection of skills as a biologically based percept rather than a convergence of higher-order competencies that require intensive, formal instruction.

  16. Understanding Feedback: A Learning Theory Perspective

    Science.gov (United States)

    Thurlings, Marieke; Vermeulen, Marjan; Bastiaens, Theo; Stijnen, Sjef

    2013-01-01

    This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review's scope also includes feedback in classrooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory adhered to. Findings show that regardless of the…

  17. Unspoken Words: Understanding Nonverbal Learning Disabilities

    Science.gov (United States)

    Darrow, Alice-Ann

    2016-01-01

    Much of what is communicated in the classroom is through nonverbal means. Sending appropriate nonverbal signals, as well as recognizing and interpreting the nonverbal signals of others, are essential features of the learning process. Students' abilities to encode and decode nonverbal communication have the potential to affect all aspects of their…

  18. Understanding feedback: A learning theory perspective

    NARCIS (Netherlands)

    Thurlings, Marieke; Vermeulen, Marjan; Bastiaens, Theo; Stijnen, Sjef

    2018-01-01

    This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review’s scope also includes feedback in class- rooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory

  19. Role of implicit learning abilities in metaphor understanding.

    Science.gov (United States)

    Drouillet, Luc; Stefaniak, Nicolas; Declercq, Christelle; Obert, Alexandre

    2018-05-01

    Although the use of metaphors is a central component of language, the processes that sustain their comprehension have yet to be specified. Work in the fields of both metaphors and implicit learning suggests that implicit learning abilities facilitate the comprehension of metaphors. However, to date, no study has directly explored the relationships between the understanding of metaphors and so-called implicit learning tasks. We used a meaning decision task comparing literal, metaphorical and meaningless expressions to assess metaphor understanding and a probabilistic serial reaction time task for assessing implicit learning. Our results show that implicit learning positively predicts the time gap between responses to literal and metaphorical expressions and negatively predicts the difference between metaphorical and meaningless expressions. Thus, when confronted with novel metaphors, participants with higher implicit learning abilities are better able to identify that the expressions have some meaning. These results are interpreted in the context of metaphor understanding and psycholinguistic theories. Copyright © 2018 Elsevier Inc. All rights reserved.

  20. An introduction to mathematical finance with applications understanding and building financial intuition

    CERN Document Server

    Petters, Arlie O

    2016-01-01

    This textbook aims to fill the gap between those that offer a theoretical treatment without many applications and those that present and apply formulas without appropriately deriving them. The balance achieved will give readers a fundamental understanding of key financial ideas and tools that form the basis for building realistic models, including those that may become proprietary. Numerous carefully chosen examples and exercises reinforce the student’s conceptual understanding and facility with applications. The exercises are divided into conceptual, application-based, and theoretical problems, which probe the material deeper. The book is aimed toward advanced undergraduates and first-year graduate students who are new to finance or want a more rigorous treatment of the mathematical models used within. While no background in finance is assumed, prerequisite math courses include multivariable calculus, probability, and linear algebra. The authors introduce additional mathematical tools as needed. The entire...

  1. 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...

  2. Problem-based scenarios with laptops: an effective combination for cross-curricular learning in mathematics, science and language

    Directory of Open Access Journals (Sweden)

    Viktor Freiman

    2011-12-01

    Full Text Available Many educational systems consider using one-to-one access to the laptop as a way to improve teaching and learning. A two-year action research project on the use of laptop computers by New Brunswick (Canada grade 7 and 8 Francophone students aimed to better understand the impact of laptops on learning. Two problem-based learning (PBL interdisciplinary scenarios (math, science, language arts were implemented in eight experimental classes to measure and document students’ actual learning process, particularly in terms of their ability to scientifically investigate authentic problems, to reason mathematically, and to communicate. On-site observations, video-recording, journals, samples of students’ work, and interviews were used to collect qualitative data. Based on our findings, we argue that laptops in and of themselves may not automatically lead to better results on standardized tests, but rather create opportunities to enrich learning with more open-ended, constructive, collaborative, reflective, and cognitively complex learning tasks.

  3. 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

  4. What Mathematics Education Can Learn from Art: The Assumptions, Values, and Vision of Mathematics Education

    Science.gov (United States)

    Dietiker, Leslie

    2015-01-01

    Elliot Eisner proposed that educational challenges can be met by applying an artful lens. This article draws from Eisner's proposal to consider the assumptions, values, and vision of mathematics education by theorizing mathematics curriculum as an art form. By conceptualizing mathematics curriculum (both in written and enacted forms) as stories…

  5. Understanding NMR: self-learning manual

    International Nuclear Information System (INIS)

    Kastler, B.

    2000-01-01

    This initiation to the principles of nuclear magnetic resonance (NMR) imaging allows to understand the essential basic physical principles for the realization and the interpretation of an NMR examination. (J.S.)

  6. Analysis of Mathematical Problem Solving Ability for Tenth Grader of SMK Boarding School in Terms of Learning Styles

    Directory of Open Access Journals (Sweden)

    Dwi Purnaning Rahayu

    2017-03-01

    Full Text Available The purpose of this research was to describe mathematics problem solving skills of SMK Class X boarding school students which in terms of learning styles by using Anchored Instruction models based neuroscience. This is a qualitative research. The subjects of this research are 9 students of SMK N Jawa Tengah, were classified into 3 to the learning styles that is visual, auditory, and kinesthetic.The methods of collecting data in this research using a questionnaire of learning style, mathematics problem solving test, and interview. Analysis of mathematics problem ­solving skills refer to the stage of the Polya problem solving. The results of this research showed that: 1 students 'visual and auditory with the same number are most numerous in the class X SMK N Jawa Tengah, it points out that the habits of the three subjects in accordance with the characteristics of learning styles such as when learning to learn math students visual prefer to read a book with pictures or tables, students auditory prefers to listen to the explanation of the teacher, while students kinesthetic rather try or practice directly through exercises; 2 in general, students' visual, auditory, and kinesthetic at high group, medium group, and low group able to solve the problem through the stages of understanding the problem, devising a plan, carrying out the plan, and looking back.

  7. Towards Concept Understanding relying on Conceptualisation in Constructivist Learning

    DEFF Research Database (Denmark)

    Badie, Farshad

    2017-01-01

    This research works within the framework of constructivist learning (based on constructivist epistemology) and examines learning as an activity of construction, and it posits that knowledge acquisition (and learning) are transformative through self-involvement in some subject matter. Thus it leads...... and understandings over their mental structures in the framework of constructivism, and I will clarify my logical [and semantic] conceptions of humans’ concept understandings. This research focuses on philosophy of education and on logics of human learning. It connects with the topics ‘Cognition in Education...

  8. Siblings' Understanding of Learning Disability: A Longitudinal Study

    Science.gov (United States)

    Hames, Annette

    2008-01-01

    Background: There is very little research on how and when siblings understand that they have a brother or sister with a learning disability. Research regarding young children's understanding of intelligence, suggests that they may not develop a clear understanding of ability until about 7 years of age. Method: Through interviewing parents and then…

  9. Learning to Teach Music-Themed Mathematics: An Examination of Preservice Teachers' Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy

    Science.gov (United States)

    An, Song A.; Zhang, Meilan; Tillman, Daniel A.; Lesser, Lawrence M.; Siemssen, Annette; Tinajero, Josefina V.

    2016-01-01

    The study presented in this paper sought to offer a group of 21 preservice teachers with opportunities to learn about interdisciplinary mathematics pedagogy, plus the experience of implementing it with elementary students. It provided the participating preservice teachers' with an opportunity to reflect upon the potential advantages, as well as…

  10. A learning pathway for whole numbers that informs mathematics teaching in the early years

    Directory of Open Access Journals (Sweden)

    Cally Kuhne

    2013-12-01

    Full Text Available This paper reports on the development of a Learning Pathway for Number (LPN with the aim of facilitating the teaching and learning of whole number in the early primary grades (Grades R – 4 within the South African educational context. The development of the LPN was based on the Dutch Learning/Teaching Trajectory for Whole Number (Van den Heuvel-Panhuizen, 2001. This paper describes a case study that presents the development of the LPN with three teacher groups (teachers from a school improvement project, teachers from high-performing schools and pre-service student teachers. The LPN is a conceptual framework based on five learning/teaching principles, namely the context, level, activity, interaction and the guidance principles. The benefit of this pedagogic tool adapted and refined for the South African context is that it provides a longitudinal view, highlighting milestones in the learning of number with the aim of deepening learners’ conceptual understanding of number over time. This case study reveals the importance of a devise that enables teachers to reflect on their mathematics content and pedagogy and bridges the theory-practice divide. It also highlights the critical issue of language and the use of appropriate terminology and activities in the classroom.

  11. 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.

  12. Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning

    Science.gov (United States)

    Mittelmeier, Jenna; Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan

    2016-01-01

    In this empirical study, we investigate the role of national cultural dimensions as distal antecedents of the use intensity of e-tutorials, which constitute the digital component within a blended learning course. Profiting from the context of a dispositional learning analytics application, we investigate cognitive processing strategies and…

  13. 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.

  14. Learning to teach mathematical modelling in secondary and tertiary education

    Science.gov (United States)

    Ferri, Rita Borromeo

    2017-07-01

    Since 2003 mathematical modelling in Germany is not only a topic for scientific disciplines in university mathematics courses, but also in school starting with primary school. This paper shows what mathematical modelling means in school and how it can be taught as a basis for complex modeling problems in tertiary education.

  15. Investigating Engineering Practice Is Valuable for Mathematics Learning

    Science.gov (United States)

    Goold, Eileen

    2015-01-01

    While engineering mathematics curricula often prescribe a fixed body of mathematical knowledge, this study takes a different approach; second-year engineering students are additionally required to investigate and document an aspect of mathematics used in engineering practice. A qualitative approach is used to evaluate the impact that students'…

  16. Differences In Pupils\\' Motivation To Learn Mathematics By Gender ...

    African Journals Online (AJOL)

    The study recommends that mathematics teachers should come up with effective motivational techniques, help learners to set up personal standards that enhance intrinsic motivation and explain the importance of mathematics and its application in society. Keywords: Pupils' Motivation, Mathematics, gender. Journal of ...

  17. Beliefs, attitudes and self-confidence in learning mathematics ...

    African Journals Online (AJOL)

    ... school authorities and the Ghana Education Service (GES) to offer guidance and counselling services for students to help them in their selection of academic programmes at the senior high school level and future career aspirations. Keywords: attitude to mathematics, beliefs in mathematics, self confidence in mathematics ...

  18. Consistency and inconsistency of prospective teachers' beliefs in mathematics, teaching, learning and problem solving

    Science.gov (United States)

    Muhtarom, Juniati, Dwi; Siswono, Tatag Y. E.

    2017-08-01

    This article showed a consistency and inconsistency beliefs towards prospective mathematics teachers, teaching, learning and problem solving. Data were collected on 183 prospective teachers of mathematics shows that belief in mathematics, teaching, learning and problem solving categorized as an instrumentalist, or platonist, or constructivist. It was found that 0.546% prospective teachers consistently have instrumentalist beliefs; 80.328% had a platonist beliefs; 0.546% had constructivist beliefs, and the rest is inconsistent to each category of beliefs. This study suggests that lecturer should train the prospective teacher through a series of scientific learning activities that have constructivist beliefs.

  19. 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)

  20. 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.