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Mulyana, Diki, und Farid Gunadi. „PENGEMBANGAN BUKU AJAR KAPITA SELEKTA MATEMATIKA DASAR BERBASIS TERPADU UNTUK MENINGKATKAN PEMECAHAN MASALAH MATEMATIS MAHASISWA“. Delta: Jurnal Ilmiah Pendidikan Matematika 6, Nr. 2 (25.11.2019): 11. http://dx.doi.org/10.31941/delta.v6i2.912.
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<p>The purpose of this research was to develop valid tools for mathematic lessons. In this research, the developed lesson was basic mathematic capita selecta textbook based on Telaah, Eksplorasi, Rumuskan, Presentasikan, Aplikasikan, Duniawi dan Ukhrowi (TERPADU) to increase student’s problem solving in mathematic. The lesson tools which would be developed were: (1) Syllabus, (2) Semester Development Plan (SDP), (3) Textbook, and (4) Mathematic Problem Solving Skill Test, for students of Mathematic Educational Department, Wiralodra University. The development model used were lesson tools’s developing using Plomp modificate-model. The validity of lesson tools were assested by expert team validation and colleges. The result gained validation for <br />tools developed by five experts and gained overall average score “usable”. This validation counted as an excellent category thus the tools are valid.</p>
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Karadag, Ruhan, und S. Serdar Keskin. „The effects of flipped learning approach on the academic achievement and attitudes of the students“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 6 (30.12.2017): 158–68. http://dx.doi.org/10.18844/prosoc.v4i6.2926.
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The purpose of this research is to examine the effects of activities based on ‘Flipped Learning’ approach on students' academic achievement and attitudes toward mathematics in mathematics lessons. A mixed method approach is used in this study. Quantitative data were collected through the academic achievement test developed by the researchers and the Mathematical Attitude Scale developed by Inan (2014). The qualitative data were obtained from the semi-structured interview form and the learning logs of the mathematics lessons that the students kept during the activities. In the analysis of quantitative data of the study, Statistical Package of Social Science programme was used to calculate and analyse arithmetic mean, standard deviation and t-test. In the analysis of qualitative data, content analysis was used. It is found that ‘Flipped Learning’ approach positively affect students' academic achievement and attitudes toward mathematics in mathematics lessons. Keywords: Flipped learning, mathematic instruction, academic achievement.
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Andersen, Lyle E., Glenn D. Allinger und Jean P. Abel. „Teacher-Computer Interaction in Teaching a Mathematics Lesson“. Arithmetic Teacher 36, Nr. 2 (Oktober 1988): 42–46. http://dx.doi.org/10.5951/at.36.2.0042.
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Elementary school teachers are being encouraged to use the computer for mathematics instruction (NCTM 1980). Many are seeking appropriate methods for integrating the computer into their mathematic lessons. Unfortunately, much of the pre ent software must be altered or creatively adapted before it can be incorporated into teacher presentations. The lack of computers in individual classrooms and the lack of regular acce to computer laboratorie are other tumbling blocks that di courage the u e of computers in a regular lesson. The estatement are supported by a survey conducted in Minnesota (Andersen 1984) that showed fewer than 5 percent of the K-8 teacher who responded had ever used the computer for teaching mathematics.
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Brata, Dwija Wisnu, und Budi Santoso. „PEMBELAJARAN MATEMATIKA DENGAN OPERATOR DASAR UNTUK ANAK SEKOLAH DASAR BERBASIS MOBILE“. Jurnal Ilmiah Informatika 1, Nr. 1 (23.06.2016): 46–50. http://dx.doi.org/10.35316/jimi.v1i1.443.
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The concept of teaching mathematic is most important for educators by understanding and application of mathematics content that cater to students, especially primary school students. extending the interesting material, as well as providing assistance to the student to take assessment can assist in attraction, concentration and success in understanding mathematics. It is always related because not all students in a class is able to understand the material quickly, then the required factors that have an interest for children. The interesting will become the factors that support students in learning, if these factors can also be conceptualized as children's activities are carried out every day, it means that if the school use the curriculum, and the home environment playground are always supervised by the parent. so the Interesting in mathematics lessons can be realized also in the integration of emerging technologies, especially mobile phones. The majority the students today have the tool, it will be more efficient to develope of mathematical material is also contained in the mobile. The development can be implemented in mathematic education game. Games designed by researcher wishes to develop mobile based learning materials, especially in mathematic. the Experiments have performed in the implementation of mathematic games with basic operators to produce the final value of the overall respondents who rate amounted to 84.4%. it means that the level of engagement users, especially students very well in playing to respond the educational game designed.
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Hamdan AL-onizat, Sabah Hasan, und Yahya Hussain Othman AL-Qatawneh. „The Effectiveness of an Educational Program Built on the Brain-Based Learning Theory in Improving Mathematical Skills and Motivation for Learning among Student with Learning Disabilities in Jordan“. Modern Applied Science 13, Nr. 11 (03.10.2019): 1. http://dx.doi.org/10.5539/mas.v13n11p1.
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This study aimed at investigating the effectiveness of an educational program built on the brain-based learning theory in improving the mathematical skills and motivation among students with learning disabilities. The sample of the study consisted of (60) student enrolled in learning disabilities’ recourses rooms from the third, fourth and fifth grades. The sample was divided randomly into two groups; an experimental group and a control group. In order to achieve the objectives of the study, the researchers have developed three achievement tests in Math for the third, fourth and fifth grades, mathematic motivation scale, and the psychometric properties of the scale in order to apply the pre-post-tests. The researchers also designed the educational program base on the brain-based learning theory. The implementation of the program took two consecutive months; (75) lessons, (2) lessons per day with a duration of (45) minutes for each lesson. After obtaining the results through the appropriate statistical analysis, the study concluded that there were statistically significant differences in the post-test of mathematical skills and its sub-dimensions in favour of the experimental group. There was no statistically significant effect for both gender and grade variables and the interaction between the educational program and grade on the achievement of mathematics skills. There were statistically significant differences on the post-test of motivation to learn mathematics and its sub-dimensions and in favour of the experimental group.
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Gamlem, Siv M. „Mapping Teaching Through Interactions and Pupils’ Learning in Mathematics“. SAGE Open 9, Nr. 3 (Juli 2019): 215824401986148. http://dx.doi.org/10.1177/2158244019861485.
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The aim of the study is to map patterns of teaching quality through interactions in Mathematics lessons in lower secondary school classrooms. The sample is 10 ninth-grade classrooms in Norway (pupils’ age, 14-15 years). Reciprocal linkages between teaching through interactions in Mathematic lessons and pupils’ results on a standardized National Curriculum Mathematic Test, before and after observed lessons ( N = 115) over 7 months, are studied. To map quality of teacher–pupil interactions in classrooms, observations are video recorded and analyzed using Classroom Assessment Scoring System. Video analyses elicit that there is a variety in teacher–pupil interaction quality in the 10 classrooms concerning “emotional support,” “classroom organization,” and “instructional support.” The lowest quality is found for the dimensions “analysis and inquiry,” “instructional dialogue,” and “regard for adolescent perspectives,” which might preclude facilitation of cognitive and metacognitive strategies to enhance pupils’ learning and engagement in work with instructional content. Highest quality in teaching through interactions is found for the dimensions “behaviour management” and “productivity.” Analyses show that “positive climate” and “student engagement” both have strong effect sizes and are significant concerning pupils’ learning on class level when comparing classrooms with the highest and lowest improvement score on the standardized National Curriculum Math test over 7 months.
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Cecchini, Jose A., und Alejandro Carriedo. „Effects of an Interdisciplinary Approach Integrating Mathematics and Physical Education on Mathematical Learning and Physical Activity Levels“. Journal of Teaching in Physical Education 39, Nr. 1 (01.01.2020): 121–25. http://dx.doi.org/10.1123/jtpe.2018-0274.
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Purpose: New ways of teaching have been under consideration over the last decade. Thus, this study aims to examine the effects of an interdisciplinary educational approach integrating physical education and mathematics on light and moderate–vigorous physical activity (PA), sedentary behavior, and learning subtraction.Method: Forty-six first-grade students (Mage = 76.98 ± 3.74 months) wore an accelerometer for 4 weeks to measure their PA levels. For 3 weeks, one group (n = 23) attended their physical education and mathematic lessons separately according to the traditional curriculum development (i.e., regular classroom lessons), and the other group (n = 23) was taught through an integrated curriculum based on an interdisciplinary approach integrating physical education and mathematics where the curricular time devoted to these subjects was unified.Results: Severalt-test analyses revealed significant between-group differences in all variables following the curricular interventions. Students from the interdisciplinary group reached higher levels of light PA,t(44) = −10.095,p < .001,d = 2.97; moderate–vigorous PA,t(44) = −7.950,p < .001,d = 2.35; and spent less time in sedentary behavior,t(44) = 13.549,p < .001,d = 4.01, than students who attended regular classroom lessons. Moreover, the students from the interdisciplinary group achieved higher scores in subtraction learning,t(44) = −4.06,p < .001,d = 1.20.Discussion/Conclusion: The integration of PA into learning environments such as mathematics might help to develop tools that improve mathematical learnings (i.e., subtraction). Likewise, this kind of interdisciplinary approach may contribute to increase the children’s PA levels during the school day.
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Corwin, Rebecca B., und William R. Speer. „IDEAS“. Arithmetic Teacher 40, Nr. 6 (Februar 1993): 325–37. http://dx.doi.org/10.5951/at.40.6.0325.
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Many elementary and middle school mathematics teachers use a particular approach when planning mathematics units. We tend to match a mathematics concept that we want to teach with an activity or material that will convey the needed idea. When we teach fractions. we think of planning a pizza party or partitioning a geoboard. When we teach place value, we think of base-ten blocks or trading games. As we increase our teaching and planning repertoires over the year by adding more and more activities and materials, we make better matches among what we think of as basic curriculum elements: the students' needs. the mathematics topic, and choices of activities and materials. These elements, mixed differently year to year, facilitate many good mathematic lessons. But they may also give us a limited view of curriculum possibilities.
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Thị Hoa, Đào. „Design lessons “teaching mathematic theorems" toward the devolopment of self-learning competency for students of Mathematics pedagogical - Hanoi Pedagogical University no 2“. Journal of Science, Educational Science 62, Nr. 1 (2017): 3–14. http://dx.doi.org/10.18173/2354-1075.2017-0001.
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Khairiyyah, Ayuni, Mulyono und KMS Muhammad Amin Fauzi. „The Learning Effect of Blended Learning Based on Google Class Room and Initial Mathematics on Mathematic Representation and Resilience of Students in the Covid-19 Pandemic“. Britain International of Linguistics Arts and Education (BIoLAE) Journal 3, Nr. 1 (24.03.2021): 63–76. http://dx.doi.org/10.33258/biolae.v3i1.410.
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The success of students in taking mathematics lessons also greatly affects the factor of their initial mathematical abilities. Students' initial mathematical abilities are prerequisite abilities that students have before participating in the learning material that will be given. Therefore, students' initial knowledge is indeed an important part of students so that they have good abilities in solving a mathematical problem. (Depdiknas, 2005) states that students' initial knowledge is important for teachers to know before starting with their learning. In addition, students' initial mathematical abilities are also useful as a foothold in the beginning of each student's mathematics so that the teacher will find it easier determine a method or strategy that is suitable for use in the classroom so that the learning that is carried out will be more effective and efficient, (Fatimah, 2016: 13). The results of a preliminary study conducted on class VII teachers of SMPIT Ulil Albab Pematangsiantar shows that teachers have not identified students' initial mathematical abilities as a supporting factor for the success of learning mathematics. The same thing was expressed by (Suprapta, Suharta, & Irawan, 2016: 69) yang stated that most teachers tend to directly explain the subject matter to be discussed without wanting to know the ability of students' prior knowledge. Even though good learning provides opportunities for students to connect initial knowledge with new knowledge on the material being studied, train students' skills and abilities in the classroom.
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Bunlang, Sunti, Maitree Inprasitha und Narumon Changsri. „Design Mathematical Activity in Mathematics Classroom: Decimal Number“. Randwick International of Education and Linguistics Science Journal 2, Nr. 3 (26.09.2021): 247–59. http://dx.doi.org/10.47175/rielsj.v2i3.293.
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The research was aimed to investigate six-lesson study team members in designing mathematical activities to develop students’ mathematization using Open Approach in the second step of the Lesson Study process in teaching decimal numbers. A total of 16 Grade 4 students participated as the target group. Three instruments were used namely lesson plans, student worksheets, and observation field notes. Researchers employed ethnographic research design to study how the mathematical activities could assist students to develop their mathematical ideas from the real world to the mathematical world through a flow of lessons over the four stages of the Open Approach along with the Lesson Study process. The research results revealed that a series of five research lesson plans encompassing various mathematical activities were successfully encouraging students to elaborate their ideas and transmitting their ideas from the real-world to the mathematical world using semi-concrete aids. Moreover, the results of using the Open Approach have been proved to be relevant as students demonstrated their mathematization in fostering their mathematical thinking to transform their ideas smoothly. Therefore, designing mathematical activities is important to cultivate students’ mathematical thinking in problem-solving instantaneously. A limitation of the research was identified when the Lesson Study team members were reflecting on the teaching practice. This is because they found that the unclear illustration in the student worksheets has raised confusion. In conclusion, the overall results of this research have contributed significantly to our recognition of the practicality of Open Approach treatment in the Lesson Study process in developing students’ mathematization through their participation in mathematical activities.
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McNamee, Rick. „The Back Page: My Favorite Lesson: Making Connections and Communicating Ideas“. Mathematics Teacher 103, Nr. 6 (Februar 2010): 464. http://dx.doi.org/10.5951/mt.103.6.0464.
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A lesson I use in my second-year algebra classes addresses the NCTM Connections and Communication Standards. These Standards call for lessons that make connections among mathematical ideas and suggest that students use the language of mathematics to communicate their mathematical thinking to peers and teachers.
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McNamee, Rick. „The Back Page: My Favorite Lesson: Making Connections and Communicating Ideas“. Mathematics Teacher 103, Nr. 6 (Februar 2010): 464. http://dx.doi.org/10.5951/mt.103.6.0464.
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A lesson I use in my second-year algebra classes addresses the NCTM Connections and Communication Standards. These Standards call for lessons that make connections among mathematical ideas and suggest that students use the language of mathematics to communicate their mathematical thinking to peers and teachers.
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Parker, Nicole, Janet Breitenstein und Cindy Jones. „Literacy-Based Instructional Techniques for the Middle School Mathematics Teacher“. Journal of Curriculum and Teaching 9, Nr. 2 (20.05.2020): 91. http://dx.doi.org/10.5430/jct.v9n2p91.
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Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical understanding and performance.
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Nassif, M. D. Aizhar Mohammed Majid. „Research Title Making a Program and Measurement for Serious Creation of Female College Students“. ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, Nr. 2 (28.10.2018): 319–56. http://dx.doi.org/10.36473/ujhss.v223i2.348.
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The research's problem, with the necessity to use the serious creativity program in the university to be a part of educational thinking methods that contributes in creating generations of organized thinking and able to make creativity. This research aims to the following:
1- Making an examination for serious creativity skills.
2- Making a program according to the strategies of serious creativity.
3- Identifying the impact of serious creativity programs in developing creativity skills of female students at College of Education for Girls.
The essential sample of research consists of (100) first stage female students/College of Education for Girls/ Tikrit University for the two experimental groups from both (History and Mathematic) departments of (25) female student for each group of the four groups. The sample was chosen in accordance with an exploratory study that was made to identify the level of serious creativity skills. The program of serious creativity was made according to the five serious creativity strategies of De Bono which are (Concentration, Random Access, Alternatives, Challenge and Cropper). The honesty of program was conducted and a test for measuring serious creativity skills was made that consists of five influential and verbal positions, each position represents five skills of serious creativity (new concepts, new perceptions, new ideas, new alternatives and new creativities) and its honesty and affirmation was extracted. The paragraphs of testing serious creativity skills was analyzed in two methods:
a) The method of extremist groups.
b) The method of paragraph relation with the total degree.
This test was applied upon the four groups and the two experimental groups (History and Mathematic) departments and were subjected to the sixteen lessons of two lessons in the week for eight weeks in the first course in the academic year (2012-2013); after applying the post test of serious creativity test and processing data by the statistics case SPss, the researcher has concluded the following conclusions: There are statistical differences between the average of female student degrees in the test of serious creativity skills test between the two experimental groups in the pre and post test for the interest of the two experimental groups, especially the experimental group of mathematics and the skill of generating new concepts and the skill of generating new alternatives.
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Guner, Pınar, und Didem Akyuz. „Noticing Student Mathematical Thinking Within the Context of Lesson Study“. Journal of Teacher Education 71, Nr. 5 (21.12.2019): 568–83. http://dx.doi.org/10.1177/0022487119892964.
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The purpose of this study is to investigate a preservice middle school mathematics teacher’s noticing of student mathematical thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program. This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing of student mathematical thinking as the preservice teacher engaged in planning, teaching, and reflecting on the lessons. It was found that the collaborative and reflective structure of lesson study based on the anticipation of students’ thinking and interactions between group members significantly increased the level of noticing. The study also revealed that reading about mathematics subjects and the classroom teacher’s feedback proved helpful to develop Lisa’s noticing.
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Dietiker, Leslie, und Andrew S. Richman. „How Textbooks Can Promote Inquiry: Using a Narrative Framework to Investigate the Design of Mathematical Content in a Lesson“. Journal for Research in Mathematics Education 52, Nr. 3 (Mai 2021): 301–31. http://dx.doi.org/10.5951/jresematheduc-2020-0318.
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We use a narrative framework to investigate how mathematics textbook lessons can promote sustained student inquiry. Our analysis of four high school textbook lessons on the SSA congruence property, three of which contain explorations, reveals how explorations can promote problem-solving perseverance by inspiring readers to raise mathematical questions and by keeping these questions open throughout significant portions of the lesson. Furthermore, student curiosity and anticipation can be enhanced through ambiguity. Stark structural differences exist among lessons with explorations, suggesting that explorations are not necessarily supportive of sustained student inquiry. These insights not only enable educators to learn whether and how a lesson encourages inquiry but also support the design of new curricular materials aligned with the goals of reform.
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朱, 珈莹. „A Study of Classroom Teaching of New Mathematic Lessons—Teaching and Inspiration of “Maximum (Minimum) Value and Derivative of Function”“. Creative Education Studies 07, Nr. 04 (2019): 445–50. http://dx.doi.org/10.12677/ces.2019.74076.
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Russo, James, Toby Russo und Anne Roche. „Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films“. Education Sciences 11, Nr. 10 (27.09.2021): 588. http://dx.doi.org/10.3390/educsci11100588.
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Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.
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Wood, Marcy B. „Mathematical Micro-Identities: Moment-to-Moment Positioning and Learning in a Fourth-Grade Classroom“. Journal for Research in Mathematics Education 44, Nr. 5 (November 2013): 775–808. http://dx.doi.org/10.5951/jresematheduc.44.5.0775.
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Identity is an important tool for understanding students' participation in mathematics lessons. Researchers usually examine identity at a macro-scale: across typical classroom activity and in students' self-reports. However, learning occurs on a micro-scale: in moments during a lesson. To capture identity in these moments, I used positioning theory to develop a framework of micro-identity and then to examine the identities and learning of 1 fourth-grade student during 1 mathematics lesson. This study demonstrates how mathematical identities can shift in dramatic ways in response to minor changes in context so that a student might be, in one moment, engaged in an identity that undermines learning and then later engaged in an academically productive identity. These shifting micro-identities have important implications for mathematical learning, classroom contexts, and macro-identities.
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Lisa, Yasinta, und Nelly Wedyawati. „PENGEMBANGAN BAHAN AJAR E-BOOK MATEMATIKA DASAR BERBASIS METAKOGNISI MENGGUNAKAN FLIPBOOK MAKER UNTUK MAHASISWA PENDIDIKAN BIOLOGI STKIP PERSADA KHATULISTIWA SINTANG“. VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan 11, Nr. 1 (29.04.2020): 68–79. http://dx.doi.org/10.31932/ve.v11i1.663.
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ABSTRAKPembelajaran Matematika selalu menjadi hal tersulit yang dirasakan mahasiswa sehingga tidak sedikit mahasiswa menganggap mata kuliah matematika dasar merupakan salah satu penghambat keberhasilan perkuliahan.Salah satu upaya yang dilakukan adalah tersedianya sumber belajar yang menarik yang mampu mengakomodasi mahasiswa untuk mampu menguasai pelajaran matematika dengan baik.Tujuan penelitian adalah mengembangkan bahan ajar berupa e-book untuk mata kuliah matematika dasar berbasis metakognitif.Penelitian ini merupakan penelitian pengembangan yang mengacu pada pengembangan Borg & Gall yang dimodifikasi dengan tahapan berupa analisis kebutuhan, pengembangan produk dan evaluasi produk. E-book matematika dasar berbasis metakognitif dibuat menggunakan perangkat lunak flipbookmaker yang divalidasi oleh ahli materi dan ahli media dengan perolehan rata-rata nilai sebesar 88.5% dan 92.5%. Penilaian tanggapan mahasiswa terhadap keterbacaan e-book sebesar 85.2% dengan kesimpulan bahwa bahan ajar e-book sangat layak untuk digunakan.Kata kunci :Bahan Ajar e-Book, Matematika Dasar, MetakognitifABSTRACTMathematics learning has always been the hardest thing felt by students so that not a few students consider basic mathematics courses to be one of the obstacles to the success of lectures. One of the efforts made is the availability of interesting learning resources that are able to accommodate students to be able to master mathematics lessons well. The aim of the study was to develop teaching materials in the form of e-books for metacognitive based elementary mathematics courses. This research is a development research that refers to the development of Borg & Gall which is modified by stages in the form of needs analysis, product development and product evaluation. Metacognitive based elementary mathematics e-books were made using flipbookmaker software which was validated by material experts and media experts with the acquisition of an average value of 88.5% and 92.5%. Assessment of student responses to e-book readability is 85.2% with the conclusion that e-book teaching materials are very feasible to use.Keywords : e-Book Teaching Materials, Basic Mathematic, Metacognitive
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Spence, Bonnie S. „The Arcs of Archaeology“. Mathematics Teaching in the Middle School 1, Nr. 9 (März 1996): 688–93. http://dx.doi.org/10.5951/mtms.1.9.0688.
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For the past several years, i have sought out opportunities outside mathematics for personal enrichment and enjoyment. These experiences have caused me to become more aware of the connections between mathematics and other areas. As a result, I have begun developing lessons to show my students how mathematics is used in the real world. One summer I joined another teacher and twelve middle school students and decided to brave the eighteen-hour drive from Oklahoma to the Crow Canyon Archaeological Center in Co1tez, Colorado. The mathematical lesson discussed in this article emerged from one week of learning about the Anasazi culture and experiencing hands-on archaeology. Throughout the years, this lesson has been revised and expanded as both students and experience have given me new ideas.
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Livingston, Carol, und Hilda Borko. „High School Mathematics Review Lessons: Expert-Novice Distinctions“. Journal for Research in Mathematics Education 21, Nr. 5 (November 1990): 372–87. http://dx.doi.org/10.5951/jresematheduc.21.5.0372.
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This investigation contrasts two review lessons of two secondary mathematics student teachers with those of their high school cooperating teachers. The data included lesson descriptions constructed from field observations and audiotapes, pre- and post-lesson interviews, and planning materials. Differences between the review lessons were analyzed by interpreting teaching as a complex cognitive skill and as improvisational performance. Despite extensive preparation, the novices' review lessons were less comprehensive than those of the experts, and their explanations were less conceptual. The experts more skillfully improvised activities and explanations around student questions and comments. These differences are explained by the assumption that novices' cognitive schemata for content and pedagogy are less elaborated, interconnected, and accessible than those of the experts.
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Khalel, Ibrahim Alhussein, Omar saad Al- tmaran und Abdulhamid essa Hashmi. „Employing the flipped classroom strategy in primary mathematics classes“. International Journal of research in Educational Sciences 4, Nr. 1 (15.12.2020): 497–528. http://dx.doi.org/10.29009/ijres.4.1.12.
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This study aims to identify the implications of using the flipped classroom strategy in the primary school in teaching practices of mathematics classes of mathematics teachers and their students. This study used a qualitative approach. The sample of the study consists of (2) mathematics teachers in the primary school and (42) students from the sixth grade students. The study used the following tools: Teacher notebook, participant note, interview. The study used thematic analysis to analyze the data. The study reached a number of results, including: flipped classroom strategy contributed to the development of mathematical achievement, classroom interaction, the attitude towards teaching and learning mathematics. The flipped classroom strategy allowed teachers to take more of lesson ideas, use several strategies in the classroom, plan and prepare for the lesson. The study recommended: We need to train teachers to employ techniques in mathematics education, and to produce instructional videos for math lessons.
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Tabler, Tetiana. „APPLICATION OF COMPUTER-BASED TOOLS FOR MATHEMATICS TEACHING AT VARIOUS TYPES OF LESSONS IN GYMNASIUMS“. Scientific Journal of Polonia University 42, Nr. 5 (12.02.2021): 117–25. http://dx.doi.org/10.23856/4216.
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The article analyzes the classification of types of lessons in didactics and, in particular, types of lessons in mathematics. Mathematics lessons are divided into five types: a lesson of presenting new knowledge; a lesson of consolidation of the studied material, in particular, a lesson of formation of skills and abilities; a lesson of repetition, systematization, and generalization of the studied; knowledge testing and assessment lesson and combined lesson. You can get a computer tool for each type of the lesson and, accordingly, for its purpose and its structural elements. Despite of the modern information space is sufficiently filled with a variety of computer tools, it is important for teachers to quickly determine which tool is right for a particular type of lesson. We propose to divide computer learning tools into three levels of interactivity: I level of interactivity – reactive interaction; II level of interactivity – active interaction; III level of interactivity – mutual interaction. The experience of teachers is analyzed and it is established at which structural stages of the lesson teachers use different computer tools, we offer a classification of computer teaching aids depending on the level of interactivity and type of lesson. The positive experience of the interactive catalog of computer tools developed and implemented by us in the lessons of mathematics confirmed our assumption that for each type of lesson a corresponding computer tool of different levels of interactivity is selected.
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Angraini, Nia, und Rubhan Masykur. „Modul Matematika Berdasarkan Model Pembelajaran Problem Based Learning Materi Pokok Trigonometri“. Desimal: Jurnal Matematika 1, Nr. 2 (31.05.2018): 217. http://dx.doi.org/10.24042/djm.v1i2.2558.
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The purpose of this study is to develop a mathematic module based on Problem Based Learning method trigonometry lessons for Senior High School. In this study use R&D (Research and Development) Borg and Gall modified from sugiyono, the procedure used as follows: (1) potential and problems, (2) data collection, (3) product design, (4) product validation, (5) product revision, (6) product trial, (7) product revision. Data collection techniques used areinterview, kuisioner, observation, and document. Validaton is done by material experts, media experts, and linguists. Trials are conducted through two stages is small group trials and field trials. Validation results material experts, media experts, and linguists obtained the average value with valid criteria. On field trials determine the response of learners in Senior High School Muhammadiyah 2 Bandar Lampung, in Senior High School AL-AZHAR 3, and in Senior High School Muhammadiyah 2 Bandar Lampung obtained average value of 3,58 with criteria very interesting.
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Hordienko, Tetyana, Larysa Dubrovska und Valery Dubrovsky. „Forms and methods of inclusive work in mathematics lessons in primary school“. Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, Nr. 2 (135) (24.06.2021): 68–74. http://dx.doi.org/10.24195/2617-6688-2021-2-9.
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The article clarifies the content of the concepts "person with special educational needs", describes the features of the organization of education in an inclusive classroom in mathematics lessons; identified special educational needs of primary school children with disabilities on the basis of a secondary school, explored effective ways of inclusive work in mathematics lessons in modern primary school. Innovative technologies of multilevel support of participants of educational process are offered: technology of adaptation of the child to a new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The following methods of inclusive learning in mathematics lessons in primary school are described: supportive learning, parallel learning, alternative learning, learning in small groups, alternate learning, team learning. Innovative technologies are considered, which realize the complex multilevel character of support of participants of pedagogical process and by means of which support of participants of educational process at lessons of mathematics is carried out: technology of adaptation of the child to new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The aspects that belong to the category of methodological and educational requirements and which must be performed by the teacher in mathematics lessons in an inclusive classroom are indicated: the topic of the lesson should correspond to long-term planning; pedagogical communication should have clearly defined goals, adaptation of the structure of the mathematics lesson. Options for solving the problem of planning a math lesson and creating a lesson outline in an inclusive classroom, focusing on children with special educational needs. Planning a math lesson in an inclusive classroom should include both general education tasks to meet the educational needs within the state standard and correctional and developmental tasks.
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Bussotti, Paolo. „MATHEMATICS EDUCATION: SOME ASPECTS CONNECTED TO ITS CONTENT“. Problems of Education in the 21st Century 75, Nr. 6 (15.12.2017): 503–7. http://dx.doi.org/10.33225/pec/17.75.503.
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The literature concerning the various methods by means of which the teaching of mathematics can be developed is simply huge and is increasing more and more. Several aspects are dealt with: the use of new technologies, especially as far as new computer programs or web sources are concerned; new techniques to develop calculations; researches concerning the possible relations between the everyday life of the pupils/students and the mathematical concepts; the best way to frame a lesson (frontal lessons, interactive lessons, discussions), and so on. This literature covers the entire school-life of a young boy/girl: from the elementary school to the university.
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Marom, Saiful. „Pengembangan Desain Pembelajaran Matematika Realistik Melalui Lesson Study Berbantuan Wolframs Mathematica“. MATEMATIKA DAN PEMBELAJARAN 6, Nr. 1 (10.07.2018): 23. http://dx.doi.org/10.33477/mp.v6i1.439.
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Abstrak
Matematika adalah salah satu matapelajaran yang dipelajari oleh peserta didik sejak jenjang Sekolah Dasar sampai di tingkat Perguruan Tinggi oleh karena itu matematika menjadi salah satu pondasi keilmuan pada jenjang dasar. Dalam proses pembelajaran matematika banyak sekali kendala yang terjadi karena matematika adalah konsep yang mempunyai tingkat abstraksi yang cukup tinggi sehingga diperlukan suatu inovasi pembelajaran oleh para pendidik untuk mengurangi tingkat abstraksi dalam belajar matematika. Konsep matematika adalah konsep dari dinamika kehidupan yang disimbolkan dengan bahasa matematis dan diselesikan menggunakan logika matematika. Berdasarkan hal tersebut peneliti tertarik untuk menerapkan pembelajaran matematika realistic atau pembelajaran yang didasarkan pada kehidupan nyata. Inovasi pembelajaran ini tidak mudah dikarenakan dibutuhkan konsep yang mendalam oleh para pendidik. Berdasarkan hasil focus group discussion dengan para pendidik di lingkungan SD Negeri 4 Muryolobo banyak pendidik yang kesulitan dalam menerapkan inovasi tersebut sehingga peneliti menawarkan solusi untuk membuat forum lesson study untuk kegiatan pendampingan pengembangan desain pembelajaran matematika realistik yang kemudian untuk membuat simulasi digunakan wolframs mathematica. Dalam hasil penelitian ini membawa dampak positif karena dengan adanya kegiatan lesson study dapat meningkatkan motivasi Pendidik untuk melaksanakan desain pembelajaran matematika realistik di lingkungan Sekolah Dasar Negeri 4 Muryolobo Jepara.
Kata kunci:Pembelajaran Matematika Realistik, Lesson Study, wolframs Mathematica.
Abstract
Math is one of supervised by studied by school tuition since junior high school ground until at higher levels of education hence maths both one of the foundation to achieving qualification at the the base of this scientific. In the process of learning mathematics a lot of the obstacles because math is concept have a level of abstraction that enough high that required a innovation learning by educators to reduce a level of abstraction in learning mathematics.The concept of math is the concept of the dynamics of life symbolized to the language mathematical and resolved use mathematical logic, based on it researchers interested to apply learning mathematics realistic or learning based on real life. Innovation learning this is not easy because needed concept depth by educator. Based on the results of focus group discussion with educators in the neighborhood of ElementarySchool4 of muryolobo many educator who difficulty in applying innovation so the researchers with solution to make the forum as well as the learned study to mentoring activity design development learning mathematics realistic after you make simulation used wolframs mathematica.In the result of this research give positive impact because with the activities as well as the learned study can increased the motivation educator to implement design learning mathematics realistic in the neighborhood Elementary Schools 4 of Muryolobo.
Keywords: Realistic Mathematic Learning, Lesson Study, wolframs Mathematica.
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Danilov, Alexander, Vladimir Povarov, Viktor Burkovsky, Semen Podvalny und Konstantin Gusev. „Intellectual decision-making system in the context of potentially dangerous nuclear power facilities“. MATEC Web of Conferences 161 (2018): 02009. http://dx.doi.org/10.1051/matecconf/201816102009.
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The article deals with intelligent operation decision support system under condition of potentially hazardous nuclear facilities. The proposed system is referred to the class of advising systems and does not make final decisions in case of deviations of parameters to be analyzed, but generates general ways to solve an encountered problem and issues a set of recommendations for the plant personnel. In the article a fuzzy logic tool is used as mathematic tool. Lessons learnt from operation of nuclear facilities demonstrate that existing critical components (parts, areas, welding joints) are subject to increased failure under conditions of high operational loads, including beyond design loads and negative environmental impact. Usually in that situation there is probability of equipment integrity failure, when the unit is at power, with severe defect downing. For instance, the coolant leak and potential development of initial penetration defect to critical dimensions. In other words, in fact, the final observable result is always one – formation and development of operational crack which jeopardizes design integrity of the component and, accordingly, seriously compromises the nuclear power unit operation. The proposed situational model is linked with real knowledge data base where generated situational pairs are stored. The expert system is used for knowledge data base formation. Actually the proposed system consists of two independent fuzzy systems. From mathematical tool point of view, the advantage of such systems combination is lack of defuzzification unit in the first system and fuzzification unit in the second one.
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Greeley, Nansee, und Theresa Reardon Offerman. „Now & Then: Dancing in Time and Space: A Step Back in Time“. Mathematics Teaching in the Middle School 4, Nr. 3 (November 1998): 192–99. http://dx.doi.org/10.5951/mtms.4.3.0192.
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Now… Michael Anthony Began What Would Be His Career as a dancer when he was in elementary school. His parents had e nrolled him in both piano and dance classes. and he soon discovered his love of music. During junior high school, he succumbed to peer pressure and dropped dance to play sports. Michael's agility and conditioning from dance, however. proved he lpful on both the court and the field, and he soon became a valued member of his junior high school football and basketball team. By the time he started high school, he realized how much he missed dance. While continuing his sports, he returned to dance lessons and found the theater to be a wonderful place to incorporate dance with high school life. After high school, Michael attended the Boston Conservatory. majoring in musical theater and minoring in dance. He believes that his strong mathematic background significantly helped him in his music-theory courses and that it is an asset in his career as a director, composer, and choreographer.
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Wheeler, Ann, und Winifred Mallam. „Examing type and quality of preservice teachers’ lessons based on children’s literature“. International Journal on Teaching and Learning Mathematics 3, Nr. 1 (24.05.2020): 1. http://dx.doi.org/10.18860/ijtlm.v3i1.9206.
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<p class="ABS-C">This qualitiative research explores the types and levels of mathematical lesson tasks that 60 future elementary and middle school teachers created during an undergraduate mathematics content and pedagogy course. Data collection consisted of 51 children’s book inspired activities written by the preservice teachers. Using Stein et al.’s Task Analysis Guide as an assessment tool, the researchers coded the activities into 1 of 4 categories, as well as categorized each activity based on its mathematical content using the Common Core State Standards for Mathematics. Results showed that a majority of the PSTs wrote activities that were classified as <em>Procedures with Connections</em>. Also, a majority of the activities were geometry-based, specifically transformations and two-dimesional measurements. Implications for teaching include the fact that preservice elementary and middle school teachers can create mathematics lessons based on children’s literature, which often can include mathematical tasks that are making connections to procedural mathematics or even higher order thinking tasks.</p>
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Kalinowska, Alina. „Zjawisko ukrytej przemocy wobec najmłodszych uczniów na zajęciach matematycznych“. Problemy Wczesnej Edukacji 47, Nr. 4 (17.12.2019): 70–84. http://dx.doi.org/10.26881/pwe.2019.47.07.
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The paper undertakes research meant to identify the teacher’s violent behaviour towards students during early school math lessons. The research conducted in grade one during the math class was used as an aid to deeper understanding of the phenomenon of violence in school. It was found that some lesson procedures, mathematical formulations, and cognitive situations can be seen from the perspective of teacher violence. Their effects can reduce pupils’ self-esteem, limit understanding of mathematics and hinder full participation in culture now and in the future.
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Rudenko, N. „INTERACTIVE TECHNOLOGIES IN TEACHING MATHEMATICS IN PRIMARY SCHOOL: FROM PLANNING TO RESULTS“. Pedagogical education: theory and practice. Psychology. Pedagogy, Nr. 32 (2019): 22–28. http://dx.doi.org/10.28925/2311-2409.2019.32.3.
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The article states the author's definition of the concept interactive technologies at mathematics lessons. They are defined as the set and the certain sequence of pedagogical methods that are aimed at the realization of a didactic objective, the activation of the participants’ subject-subject interaction in the educational process, which affects the quality of mathematics preparation and enhances pupil’ thinking skills. The structure of interactive mathematics lesson at primary school is determined: motivation activity; announcement, presentation of the topic and learning outcomes; providing the necessary information; interactive activity; reflection; evaluating the results of the lesson. Interactive technologies are selected and classified according to their didactic aim and function and are appropriate for use at mathematics lessons of the New Ukrainian School.
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Barber, Krystal. „Developing teachers’ mathematical-task knowledge and practice through lesson study“. International Journal for Lesson and Learning Studies 7, Nr. 2 (09.04.2018): 136–49. http://dx.doi.org/10.1108/ijlls-09-2017-0042.
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Purpose The purpose of this paper is to examine how lesson study can lead to teacher learning and improvement of instruction by developing teachers’ mathematical-task knowledge and by supporting teachers’ selection, modification, and implementation of mathematical tasks. Mathematical-task knowledge includes knowledge needed to use tasks that require a high level of thinking and reasoning. Design/methodology/approach A qualitative case study design was used to explore the learning and instruction of three teachers as they went through the process of lesson study, developed knowledge around mathematics tasks, and made changes to their instruction. Methods included direct observation of lessons, semi-structured interviews, and participant observation. Findings This lesson study project supported teachers in developing mathematical-task knowledge and in making change to instructional practice. The teachers discussed in this paper added to their understanding of mathematical tasks and changed how they implemented tasks after lesson study. The teachers began to challenge students to go beyond memorizing or executing procedures to deepen the students’ understanding of mathematical concepts. Teachers developed key insights and understandings of mathematical tasks, triggering shifts in their thinking, and changes to instruction. Collaboration and reflection altered the selection, modification, and implementation of mathematical tasks. Research limitations/implications This study reveals the connections between features of lesson study and the pathways that lead to learning and improvements to instruction. Limitations included the demands of the school district’s pacing guide and curriculum, and a limited number of interviews and observations were conducted after lesson study. Originality/value There are many different ways lesson study has been implemented in the USA, yet the effectiveness of many lesson study projects is still unclear. This study reveals more about the lesson study process, what features are important, and how these features lead to development of knowledge and practice. This study examines how teachers within the same lesson study group added to their knowledge and practice and how different features of lesson study prompt them to make changes.
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Trisno, Trisno, Risda Amini und Irdamurni Irdamurni. „The Effect 0f Problem Solving Method on Motivation and Learning Mathematic Results of Class V Sdn 29 Saok Laweh Kabupaten Solok“. International Journal of Educational Dynamics 1, Nr. 1 (19.02.2019): 303–8. http://dx.doi.org/10.24036/ijeds.v1i1.69.
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The learning process in the classroom is still dominated by conventional teaching, teachers was seldom to invite and provide opportunities for students to interact, collaborating or cooperating with their classmates. This problem like this can give an impression to students that math lessons are boring and scary. The purpose of this research is to get information about the effect of student learning outcomes who teach by using problem solving methods with the motivation of students who teach by using conventional methods in learning mathematics in class V SDN 29 Saok Laweh Kabupaten Solok. The design of the research is quasy experiment. The population is all fifth grade students that consist of 2 classes with 48 people. Sampling was gathered by random sampling technique. The research data was collected using the initial ability test and final ability test. The results of the research that found the learning outcomes of students who teach by using problem solving methods had better that students’ learning motivation learning outcomes who teach by using conventional methods with a tcount is 1.984 greater than ttable that found 4.72 with a real level of α = 0.05. Calculation results in the table using the Ftest can found Fcount are 4.258. Furthermore, Ftable is found 4.11. It can be concluded that there are differences in students’ learning outcomes who teach by using problem solving methods with students’ learning outcomes who teach by using conventional methods. It means that there are differences in motivation of students teach using problem solving methods with motivation of students who teach by using conventional methods in learning mathematics in Class V SD Negeri 29 Saok Laweh Kecamatan Kubung.
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Arehbay, Berik, Nai-Qing Song und Sayat Ibraimov. „Some aspects of effective mathematics lessons in primary school“. International Journal of Academic Research 5, Nr. 6 (10.12.2013): 216–19. http://dx.doi.org/10.7813/2075-4124.2013/5-6/a.27.
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Gholami, Hosseinali, Aida Suraya Md Yunus, Ahmad Fauzi Mohd Ayub und Nurzatulshima Kamarudin. „Impact of Lesson Study on Motivation in Mathematics and Mathematics Achievement of Malaysian Foundation Programme Students“. Journal of Mathematics Education 5, Nr. 1 (01.07.2020): 39–53. http://dx.doi.org/10.31327/jme.v5i1.1179.
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Low motivations in mathematics prevent students from learning it meaningfully and experience the beauties of mathematics through problem solving in Malaysia and many other countries. This quasi- experimental study was conducted among foundation level students so as to determine the impact of implementation of Lesson Study on students’ motivation in mathematics and mathematics achievement as well as gender in a public university in Selangor, Malaysia. Seven mathematics lecturers, a physic lecturer and researcher formed a Lesson Study group. This group planned and designed five Research Lessons about the functions focusing on problem solving. A lecturer was chosen randomly to teach these lessons to his classes as experimental and control groups. In this study, mathematics motivation test (5-point Likert-type scale ranging from 1 (Not at all true) to 5 (Very true)) and lecturers developed tests were used to investigate the impact of Lesson Study on mathematics motivation and achievement. The data were analyzed by using independent t-test, ANOVA test, MANOVA test and non-parametric Kruskal-Wallis test. The results of this study showed that students in experimental group obtained better results in both motivation and achievement tests. Also, there is no statistically significant interaction between the effects of educational method and gender on mathematics achievement scores. Furthermore, the results showed that the level of motivation is different among groups by gender but there were no significant mean differences among groups in any of subscales.
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Koponen, Meira. „Teacher’s instruction in the reflection phase of the problem solving process“. Lumat: International Journal of Math, Science and Technology Education 3, Nr. 1 (28.02.2015): 55–68. http://dx.doi.org/10.31129/lumat.v3i1.1051.
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Mathematical problem solving has a key part in developing students’ mathematical thinking. Yet in the Finnish primary school classrooms mathematics lessons are very traditional and have little room for problem solving and mathematical discussions. Although problem solving has been a part of the Finnish curriculum for a few decades, it is the teachers who seem to choose not to include problem solving in the classroom on a regular basis. In this article I take a look at three Finnish fifth grade teachers who took part in a study on problem solving. They each incorporated problem solving in their mathematics lessons approximately once a month, and in this study I focused on one of the problems – an open problem called “The Labyrinth”. In each lesson I chose to focus on the teachers’ instruction in the reflection phase of the problem solving process. When instructing individual students in the reflection phase and during whole-classroom discussions, the teacher has an opportunity to point out the important parts of the problem solving process, help the students make connections and recall key moments of the process. In the reflection phase there is an opportunity to reflect, review and analyze one’s solutions and make generalizations. In the Labyrinth problem the teacher’s own understanding of the solution was an important factor during the instruction and the whole-classroom discussion. If the teacher’s instruction was purely led by the students’ own discoveries and insights, some important points were left unexplored. The teacher can even lead the students to the wrong direction, if he or she hasn’t carefully thought through the solution of the problem beforehand. The problem solving lesson is not just about finding a suitable problem and presenting it to the students, but guiding the students in the process.
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Leinhardt, Gaea. „Math Lessons: A Contrast of Novice and Expert Competence“. Journal for Research in Mathematics Education 20, Nr. 1 (Januar 1989): 52–75. http://dx.doi.org/10.5951/jresematheduc.20.1.0052.
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Three important elements needed for constructing expert mathematics lessons are identified and described: rich agendas, consistent but flexible lesson structures, and explanations that meet the goals of clarifying concepts and procedures and having students learn and understand them. Each element is discussed in terms of its hypothetical characteristics and then tested by comparing two novice and four expert elementary mathematics teachers. Information about the teachers' agendas was gathered from preclass interviews; data on the structure of their lessons and on the characteristics of the explanations they gave came from lesson videotapes and related interviews. The novice-expert contrast highlighted the nature of the competencies expert teachers possessed and suggested some areas of instruction for future teachers.
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Schoevers, Eveline M., Paul P. M. Leseman und Evelyn H. Kroesbergen. „Enriching Mathematics Education with Visual Arts: Effects on Elementary School Students’ Ability in Geometry and Visual Arts“. International Journal of Science and Mathematics Education 18, Nr. 8 (11.12.2019): 1613–34. http://dx.doi.org/10.1007/s10763-019-10018-z.
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AbstractThis study evaluates the effects of the Mathematics, Arts, and Creativity in Education (MACE) program on students’ ability in geometry and visual arts in the upper grades of elementary school. The program consisted of a lesson series for fourth, fifth, and sixth grade students in which geometry and visual arts were integrated, alongside with a professional development program for teachers. A quasi-experimental study was conducted in which three groups of teachers and their classes were investigated. One group of teachers taught the lesson series and followed a professional development program (n = 36), one group of teachers only taught the lesson series (n = 36), and a comparison group taught a series of traditional geometry lessons from mathematical textbooks (n = 43). A geometrical ability, creativity, and vocabulary test and a visual arts assignment were used in a pre- and post-measurements to test the effects of the MACE program. Results showed that students who received the MACE lesson series improved more than students who received regular geometry lessons only in geometrical aspects perceived in a visual artwork. Regarding students’ understanding and explanation of geometrical phenomena and geometrical creative thinking, all students improved, but no differences between the groups were found, which implies that on these aspects the MACE program was as effective as the comparison group that received a more traditional form of geometry education.
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Wessel, Lena. „Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses“. Mathematics Education Research Journal 32, Nr. 4 (28.11.2019): 653–81. http://dx.doi.org/10.1007/s13394-019-00284-z.
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AbstractAlthough the teaching of vocabulary in mathematics lessons is requested in content- and language-integrated lesson designs, the clarification of the specific lexical language demands is still an open question for many mathematical topics. In a content- and language-integrated lesson design towards understanding the concept of equivalent fractions, the vocabulary (words and phrases) used by 17 students has been analyzed with qualitative means of data analysis. The qualitative in-depth analyses underline the importance of meaning-related vocabulary for making structural relations between the fractions in view explicit. Quantitative analyses of inventoried vocabulary for the four categories “self-initiated by students,” “triggered by teaching material,” “triggered by teacher,” or “triggered by peers” show the relations of collective and autonomous vocabularies from which the students retrieve their lexical means in oral and written language production.
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Namakshi, Nama, Hiroko K. Warshauer, Sonalee Bhattacharyya, Christina Koehne und Max Warshauer. „The Tortoise and the Hare: Investigating Rates“. Mathematics Teaching in the Middle School 23, Nr. 7 (Mai 2018): 399–403. http://dx.doi.org/10.5951/mathteacmiddscho.23.7.0399.
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Riyanto, Bambang, Zulkardi Zulkardi, Ratu Ilma Indra Putri und Darmawijoyo Darmawijoyo. „SENIOR HIGH SCHOOL MATHEMATICS LEARNING THROUGH MATHEMATICS MODELING APPROACH“. Journal on Mathematics Education 10, Nr. 3 (27.09.2019): 425–44. http://dx.doi.org/10.22342/jme.10.3.8746.425-444.
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By modeling learning students enjoy learning and doing mathematics in new ways. This study aimed firsly to produce senior high school mathematics modeling tasks, lesson plan, and student worksheet for valid mathematical learning; secondly, to produce senior high school mathematics modeling, lesson plan, and student worksheet for practical mathematics learning; lastly, to produce senior high school mathematics modeling tasks, lesson plan, and student worksheet for potentially effective mathematics learning. This study used method of development research that consisting of 3 steps, i.e., analysis, design, and evaluation. In the analysis stage, researcher did student analysis, curriculum, and mathematical modeling. Second stage are to design and product. Finally, researchers applied a design of formative evaluation consists of self-evaluation, one-to-one, experts review, small group, and field test. Based on experts review, one-to-one, small groups, and field test were obtained valid, practical, and potentially effective, i.e. mathematical modeling tasks, lesson plan, student worksheet to teach mathematical modeling in senior high school and Mathematical modeling tasks and student worksheets to learn mathematical modeling in senior high school.
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Chandra, Fitriana Eka. „The Application of Scout Education System in Mathematics Learning To Improve Student Mathematical Disposition“. Jurnal Axioma : Jurnal Matematika dan Pembelajaran 4, Nr. 1 (31.01.2019): 16–26. http://dx.doi.org/10.36835/axi.v4i1.340.
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Mathematics has always been a difficult subject for the students. Math learning in the classroom is often a very tedious process for most students. Many students are unmotivated to study mathematics, which means that the disposition of students in learning mathematics is lacking. Mathematical dispositions relate to student attitudes, the tendency to think and act positively in learning mathematics. One of the extracurricular activities that students are interested in is the Extrakurikuler Scout activities. Students are always eager to follow the activities in these activities. This means that the education system contained in the Boy Scouts is able to attract students' attention and be able to motivate students. Even when students are given difficult challenges, students seem to be passionate and happy to follow the challenge. This means students have a positive attitude in following Scout activities. This is certainly when applied in the learning of mathematics will be able to make students feel happy to attend math lessons. So that in the end can make students' mathematics learning outcomes for the better. Keyword: Math lesson, Scout, math disposision
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Huang, Rongjin, Angela T. Barlow und Melanie E. Haupt. „Improving core instructional practice in mathematics teaching through lesson study“. International Journal for Lesson and Learning Studies 6, Nr. 4 (09.10.2017): 365–79. http://dx.doi.org/10.1108/ijlls-12-2016-0055.
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Purpose The purpose of this paper is to examine how teachers improve core instructional practices in teaching mathematics for problem solving through lesson study (LS). The core practices included launching a task, implementing a task, and orchestrating students’ solutions. Design/methodology/approach This study adopted multiple case study and survey methodologies. Each of three LS groups developed a research lesson on problem solving in algebra through Chinese LS, which includes collaborative planning and repeated teachings/debriefings of the research lesson with support from experts. The data collected included lesson plans, videotaped research lessons and debriefing meetings, and an end-of-project survey. Case studies supported by survey data were utilized to describe how research lessons were improved and what teachers learned from LS. Findings A fine-grained analysis of the data revealed that the participants improved their strategies for teaching for problem solving, which included effectively launching tasks, strategically implementing tasks, and productively orchestrating students’ solutions to the tasks. Further, analyses revealed that the feedback from experts during debriefing meetings played crucial roles in making these changes. Moreover, participants learned how to implement these core instructional practices and changed their views about students’ learning. Originality/value The study uncovers the mechanisms about how teachers improve teaching and their expertise in teaching through Chinese LS. The importance of the dynamic between repeated teaching and immediate feedback from knowledgeable others is highlighted.
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Anindyarini, Rosyita, und Supahar Supahar. „Portrait of Mathematical Anxiety in Early Youth Ages“. International Journal of Trends in Mathematics Education Research 2, Nr. 3 (30.06.2019): 128. http://dx.doi.org/10.33122/ijtmer.v2i3.77.
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Mathematical anxiety is considered as one of the psychological obstacles that shall be considered by every mathematics teacher. Symptoms that felt by students are in various forms. This can also influence the student’s interests and learning outcomes of mathematics. But in fact, teachers are giveless attention to this problem so students tend to learn with less supported conditions and situations. This study aims to describe the level of mathematical anxiety and the forms of symptoms of mathematical anxiety that occur in early adolescents, and their influence on learning interest by gender consideration. The quantitative approach with the survey design of 404 students in junior high schools spread across Central Java and Yogyakarta Special Province was used in this study. Anxiety test instruments were used to collect premier data and interviews were used as supporting data. The results of the study showed that the mathematics anxiety level of the teenage as follows: Forget about mathematic lesson, more frekwntly breathing, having a thinking disorder such as difficulty concentrating and more afraid toface math test than other subjects The findings also show that gender influences mathematical anxiety, but mathematics anxiety does not significantly affect in learning interest.
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Lowrie, Tom, und Sitti Maesuri Patahuddin. „ELPSA AS A LESSON DESIGN FRAMEWORK“. Journal on Mathematics Education 6, Nr. 2 (25.07.2015): 77–92. http://dx.doi.org/10.22342/jme.6.2.2166.77-92.
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This paper offers a framework for mathematics lesson design that is consistent with the way we learn about, and discover, most things in life. In addition, the framework provides a structure for identifying how mathematical concepts and understanding are acquired and developed. This framework is called ELPSA and represents five learning components, namely: Experience, Language, Pictorial, Symbolic and Applications. This framework has been used in developing lessons and teacher professional programs in Indonesia since 2012 in cooperation with the World Bank. This paper describes the theory that underlines the framework in general and in relation to each inter-connected component. Two explicit learning sequences for classroom practice are described, associated with Pythagoras theorem and probability. This paper then concludes with recommendations for using ELPSA in various institutional contexts.Keywords: ELPSA, lesson design framework, Pythagoras theorem, probability DOI: dx.doi.org/10.22342/jme.62.77
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Sarkar Arani, Mohammad Reza. „An examination of oral and literal teaching traditions through a comparative analysis of mathematics lessons in Iran and Japan“. International Journal for Lesson and Learning Studies 5, Nr. 3 (11.07.2016): 196–211. http://dx.doi.org/10.1108/ijlls-07-2015-0025.
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Purpose – The purpose of this paper is to examine a seventh grade mathematics lesson in Iran and Japan through a comparative analysis for illuminating what actually goes on in the classroom in different cultural contexts. Emphasis is here placed on Iranian oral and Japanese literal teaching traditions. Design/methodology/approach – Qualitative research methods were employed for data collection, including cross-cultural lesson analysis meetings in Iran and Japan and semi-structured interviews with the participants of the meetings. In doing this, the study plans to make apparent the structure of meaning hidden in lesson practice – a so-called cultural script of teaching – by comparing this practice in cultural context, through the eyes of educators from different socio-cultural perspectives. Findings – The findings are intended to clarify the mathematical communication approach used in Iran and Japan. Mathematical communication proceeds through speaking rather than writing in Iran, discussing before summarizing and taking notes (speaking/listening), while in Japan, it proceeds through writing before telling and speaking (writing/reading). Research limitations/implications – This study delivers a transnational learning opportunity for educators to learn how to provide evidence-based analysis of a lesson for professional learning to raise the quality of teaching. However, as this is a case study, it opens up the possibility for comparative lesson analysis of more sample lessons, and how active learning and dialogic teaching can be designed in different educational contexts. In addition, it may be interesting for educators to see how this comparative lesson analysis helps practitioners to revise their teaching. These are very important research questions which the researcher hopes to cover in his next manuscript. Practical implications – Comparative lesson analysis has the potential to expand more “research in practice” for designing mathematics lessons from the perspective of the students – so-called “customized teaching.” In addition, how the silent process of each individual student in the lesson has impacted on their learning and understanding – so-called “personalized learning” – is one of the issues arising from the case studies. Social implications – The value of comparative lesson analysis as a lens is in its ability to reveal to educators their own unconscious teaching script. It provides an opportunity for evidence-based critiques of our own teaching traditions that we accept culturally, share tacitly and may not even be aware of in the construction process. Originality/value – This study combines careful measurement with “insider” and “outsider” perspectives to provide a deeper understanding of the real world of the classroom and the cultural context of teaching.
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Mamurakhon, Toshpulatova. „The Use Of Information And Communication Technologies In Mathematics Lessons“. American Journal of Social Science and Education Innovations 02, Nr. 12 (18.12.2020): 22–31. http://dx.doi.org/10.37547/tajiir/volume02issue12-04.
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The process of informatization, which has embraced all aspects of the life of modern society today, has several priority areas, which, of course, should include the informatization of education. It is the fundamental principle of the global rationalization of human intellectual activity through the use of information and communication technologies (hereinafter ICT). The ultimate goals of informatization of education are to provide a qualitatively new model for training future members of the information society, for whom active mastery of knowledge, flexible changes in their functions in work, the ability for human communication, creative thinking and planetary consciousness will become a vital necessity. Such a profound influence on learning goals is based on the potential of the computer as a means of cognitive and research activities, a means of providing a personality-oriented approach to learning, contributing to the development of individual abilities of students in both the humanities and the exact sciences.