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Parvatov, N. G. "COMPLETENESS PROBLEMS FOR DESCRETE FUNCTIONS." Prikladnaya diskretnaya matematika, no. 4 (June 1, 2009): 56–78. http://dx.doi.org/10.17223/20710410/4/5.
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Jamiah, Yulis. "DISPOSISI MATEMATIS DAN PEMBELAJARAN MATEMATIKA HUMANIS BAGI MAHASISWA PENDIDIKAN MATEMATIKA." Jurnal Pendidikan Matematika dan IPA 9, no. 2 (July 20, 2018): 12. http://dx.doi.org/10.26418/jpmipa.v9i2.26768.
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ABSTRAKThis research purposed to obtain the overview of mathematical disposition of student mathematics education, especially the students who took number theory subject. In obtaining these overview will be applied by humanis mathematics learning model. The specific purpose of this research are: 1) describe mathematics disposition of the students; 2) describe the process of application model to increase mathematic dispositions of the student; 3) describe the effectiveness of application model. The purposes are achieved through several stages, including: 1) analyze the theoretical; 2) explore the characteristics of a mathematical disposition; (3) identify and analyze problems; (4) reviewing the learning model; (5) applying model to increase mathematic dispositions that based on observation; 6) gives a questionnaire about mathematical disposition; and 7) analyzing the data. The method used in this research is descriptive method. Based on the purpose that disclosed, the results of research: 1) mathematical disposition of the students after the application model, shows 74% very positive attitude; 24% positive attitude; and 2% doubtful attitude; 2) the process of application model that facilitates appearance of a mathematical disposition of the students based on ability cognitive domain, affective domain, and domain skills, showing the criteria very well and good; and 3) the application of humanis mathematics learning model effective to increase mathematics disposition of the students in Number theory subject. Keywords: Humanis Mathematics Learning Model, Mathematical Dispositions
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Barichello, Leonardo, and Rita Santos Guimarães. "Com Quantos Adjetivos se Descreve uma Atividade Matemática?" Jornal Internacional de Estudos em Educação Matemática 10, no. 3 (February 6, 2018): 186. http://dx.doi.org/10.17921/2176-5634.2017v10n3p186-197.
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Tomando como ponto de partida o fato de que atividades matemáticas são descritas em livros didáticos, documentos oficiais e artigos acadêmicos por uma gama variada de adjetivos e que não há consenso acerca do significado destes, este artigo tem o objetivo de analisar como professores de matemática descrevem atividades para a sala de aula. Trata-se da replicação de uma pesquisa conduzida com professores de matemática britânicos. Nossos dados foram coletados via questionário eletrônico, no qual professores avaliaram o quão bem 88 adjetivos e expressões descreviam uma atividade matemática escolhida por eles. Esses dados foram analisados por meio de uma análise fatorial exploratória que identificou sete fatores independentes subjacentes aos dados. São eles: Efetividade, Rotina, Exigência, Abstração, Contextualização, Inovação e Interação. Além de uma discussão sobre cada um dos fatores, também são discutidas as semelhanças e diferenças em relação aos resultados obtidos na pesquisa britânica. Espera-se que este resultado ajude a informar o diálogo entre as várias partes envolvidas no ensino de matemática. Além disso, também se discute a relação identificada entre a expressão “resolução de problemas” e o fator Contextualização. Contrariando o que é sugerido em documentos oficiais, nossa análise indica que os professores de matemática no Brasil associam “resolução de problemas” com questões relacionadas a contextos reais e aplicados em detrimento de contextos matemáticos abstratos. Independentemente do motivo por trás dessa associação, este resultado aponta para a necessidade de melhora da comunicação entre políticas públicas e professores de matemática.Palavras-chave: Atividades Matemáticas. Adjetivos. Análise Fatorial. Resolução de Problemas. Contextualização.AbstractConsidering that mathematical tasks are described in textbooks, official documents and academic articles using a huge variety of adjectives and that there is no consensus around their meanings, this paper analyses how mathematics teachers describe such tasks. In order to do so, we replicated a study conducted with British mathematics teachers. The data was collected through online questionnaires in which teachers graded in a Likert scale how well 88 adjectives and expressions were fit as a description of a mathematical task chosen by them. The data were analysed using exploratory factor analysis and we identified seven independent factors, namely: Efetividade, Rotina, Exigência, Abstração, Contextualização, Inovação and Interação. Besides a discussion of each factor, we also discuss the similarities and differences between ours and the British results. It is expected that this result can inform the dialogue in the field of mathematics teaching and learning. Furthermore, we discuss in this paper a relationship between the expression problem-solving and the factor Contextualization. Differently to what is suggested in official documents, our analysis indicate that Brazilian mathematics teachers are associating problem solving with contextualized, applied, real life questions to a larger extent than with abstract, mathematical contexts. Aside the reasons behind this association, this result points to the need of improving the communication between policy makers and mathematics teachers.Keywords: Mathematical Tasks. Adjectives. Factor Analysis. Problem-Solving. Context-Based.
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Anindyarini, Rosyita, and Supahar Supahar. "Portrait of Mathematical Anxiety in Early Youth Ages." International Journal of Trends in Mathematics Education Research 2, no. 3 (June 30, 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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Weintraub, E. Roy, and Philip Mirowski. "The Pure and the Applied: Bourbakism Comes to Mathematical Economics." Science in Context 7, no. 2 (1994): 245–72. http://dx.doi.org/10.1017/s026988970000168x.
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The ArgumentIn the minds of many, the Bourbakist trend in mathematics was characterized by pursuit of rigor to the detriment of concern for applications or didactic concessions to the nonmathematician, which would seem to render the concept of a Bourbakist incursion into a field of applied mathematices an oxymoron. We argue that such a conjuncture did in fact happen in postwar mathematical economics, and describe the career of Gérard Debreu to illustrate how it happened. Using the work of Leo Corry on the fate of the Bourbakist program in mathematics, we demonstrate that many of the same problems of the search for a formal structure with which to ground mathematical practice also happened in the case of Debreu. We view this case study as an alternative exemplar to conventional discussions concerning the “unreasonable effectiveness” of mathematics in science.
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Hitalessy, Merlin, Wilmintjie Mataheru, and Carolina Selfisina Ayal. "REPRESENTASI MATEMATIS SISWA DALAM PEMECAHAN MASALAH PERBANDINGAN TRIGONOMETRI PADA SEGITIGA SIKU-SIKU DITINJAU DARI KECERDASAN LOGIS MATEMATIS, LINGUISTIK DAN VISUAL SPASIAL." Jurnal Magister Pendidikan Matematika (JUMADIKA) 2, no. 1 (July 14, 2020): 1–15. http://dx.doi.org/10.30598/jumadikavol2iss1year2020page1-15.
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One of the skills needed in learning mathematics is the ability to solve mathematical problems. In solving problems in mathematics learning, mathematical representation is needed by students in the problem solving process. Students tend to use mathematical representations, but sometimes they don't understand what they are doing. In general, mathematical representations also play an important role in improving mathematical competence. Beside the ability of representation, students also have intelligence, including mathematical logical intelligence, linguistics and visual spatial. This research is descriptive with qualitative approach that aimed to describe the complete mathematical representation of vocational high school students in solving a quadratic equation in terms. The research phase begins with the selection of research subjects were determined by gender and math skills test results were similar. Having chosen the subject and the continuation of the problem solving quadratic equations and interviews. The validity of the data using a triangulation of time that is giving the task of solving a quadratic equation are equal at different times. The results of this study as the mathematic description shows that vocational high school students in solving quadratic equations problem according to Polya step problem solving
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Sholeha, Viona Aida, Risnawati Risnawati, and Habibullah Habibullah. "An Analysis of Student Difficulties in Mathematics Learning in terms of Student Mathematical Connection Ability on Pythagoras Theorem." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 1 (April 14, 2021): 12. http://dx.doi.org/10.33394/j-ps.v9i1.3510.
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This research aimed to describe student difficulties in mathematics learning in terms of student mathematical connection ability on Pythagoras theorem. This research was a qualitative descriptive research with case study design. The research subjects were 18 the IX grade students, then reduced to 5 students and purposive sampling technique was used in this research. Triangulation data such as mathematical connection ability and difficulties of mathematic learning tests and interview were used for collecting the data. The data were analyzed by Miles and Hubermen techniques including three stages: reduction, presentation, and conclusion/verification. The findings of this research showed that, each respondent has different difficulties at each mathematical connection ability level; (1) The subject (very high) mathematical connection ability level did not have problem with all indicators of difficulties in mathematics learning; (2) The subject (high) mathematical connection ability level had associations or visual-motor combination; (3) The subject (medium) mathematical connection ability level had associations or visual-motor combination and difficulties in recognizing and using symbols; (4) The subject (low) mathematical connection ability level had little spatial disruption, association or visual-motor combination, and little difficulties in recognizing and using symbols; (5) The subject (very low) mathematical connection ability level had spatial disruption, association or visual-motor combination, and difficulties in recognizing and using symbols
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Norvaiša, Rimas. "The aims of teaching mathematics: mathematical literacy vs mathematical reasoning." Lietuvos matematikos rinkinys 61 (March 15, 2021): 8–14. http://dx.doi.org/10.15388/lmr.2020.22472.
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We discuss different alternatives of the content of school mathematics. According to the prevalent public opinion in Lithuania school mathematics can be oriented either to the academic mathematics or to the applications of mathematics. In reality the second alternative means lowering of the level of teaching in the hope that school mathematics will be accessible to all students. While the content oriented to the academic school mathematics is accessible only to gifted students. In this article we describe a middle alternative content which we call school mathematics based on mathematical reasoning. We argue that such school mathematics serves all students and makes acquaintance with mathematical reasoning and with applications of mathematics to the real world. Reasoning makes mathematics reasonable for all.
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Aisyah, Nyimas, Adelia Afissa, Scristia Scristia, and Jeri Araiku. "STUDENTS’ MATHEMATICS EDUCATIONAL VALUES IN PROBLEM-SOLVING AT SENIOR HIGH SCHOOL." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 4 (December 31, 2021): 2093. http://dx.doi.org/10.24127/ajpm.v10i4.3877.
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AbstrakDalam matematika, kemampuan memahami, menalar, dan menghubungkan matematika termasuk dalam nilai pendidikan matematika. Fakta menunjukkan bahwa nilai-nilai pendidikan matematika belum sepenuhnya terintegrasi dalam pembelajaran matematika, sehingga mempengaruhi kualitas proses pembelajaran. Penelitian ini bertujuan untuk mendekripsikan nilai-nilai pendidikan matematika siswa SMA pada pembelajaran berbasis sekolah. Jenis penelitian ini adalah deskriptif kualitatif. Subjek pada penelitian ini adalah siswa kelas X di SMA Negeri 1 Indralaya yang berjumlah 6 orang siswa. Pengumpulan data dilakukan melalui observasi, tes, dan wawancara untuk mengetahui aktivitas siswa saat menyelesaikan permasalahan matematika dan untuk mengkonfirmasi solusi siswa terhadap masalah tersebut. Berdasarkan analisis data dapat disimpulkan bahwa pemahaman relasional dan pengetahuan teoritis merupakan indikator yang terjadi pada semua subjek, sedangkan indikator penalaran kurang dominan. Untuk penelitian lebih lanjut, disarankan untuk menemukan korelasi antara semua nilai pendidikan matematika.Kata kunci: nilai-nilai pendidikan matematika; pemecahan masalah AbstractIn mathematics, the ability to understand, reason, and connect mathematics is included in the value of mathematics education. The fact shows that the values of mathematics education have not been fully integrated in mathematics learning, as a result, it affects the quality of the learning process. This study aimed to describe senior high school students’ mathematical educational values on problem-solving tasks. It was a qualitative-descriptive study. The subjects were six students of Grade X of SMAN 1 Indralaya. The data were collected through observation, test and interview to perceive the students’ activity while working on the mathematical problem, to determine the mathematic educational values, and to confirm the students’ solutions toward the problem. The results of the study showed that the relational understanding and theoretical knowledge were the indicators that occurred in all subjects, whereas the reasoning indicator was less dominant. For further research, it is suggested to discover the correlation among all mathematical educational values.Keywords: mathematics educational values; problem solving
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Misu, La, I. Ketut Budayasa, Agung Lukito, and Rosdiana Rosdiana. "Comparison of Metacognition Awareness of Mathematics and Mathematics Education Students Based on the Ability of Mathematics." International Journal of Trends in Mathematics Education Research 2, no. 3 (June 30, 2019): 124. http://dx.doi.org/10.33122/ijtmer.v2i3.118.
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Awareness of metacognition is one of mental process that occurs when a person knows what he thinks, including the knowledge and awareness to do something or realize the reason that. The purpose of this study is (1) to describe how the metacognition awareness of mathematics student and mathematics education student based on mathematical ability, and (2) to know the difference metacognitive awareness between of mathematics students with math education students based on mathematical ability. This research subject are the Department of Mathematics and Mathematics Education students of Halu Oleo University Kendari, Indonesia. This research is ex post facto by the data analysis using descriptive and inferential approach. Descriptive approach used to describe the level of metacognitive awareness of mathematics students and mathematics education students based on his mathematical abilities, whereas inferential approach used to see the difference in metacognition awareness of mathematics students and mathematics education students based math skills. The results of this study are: (1) the level of students metacognition awareness of Mathematics Department, generally located on level strategic use and level reflective use, while the level of students metacognition awareness of Education Mathematics Department, generally located on level aware use; (2) there is a significant difference between the awareness metacognition of math students with mathematics education student based on his mathematical abilities, and awareness metacognition of math student better than mathematics education students.
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Payadnya, I. Putu Ade Andre, and I. Gusti Agung Ngurah Trisna Jayantika. "ANALISIS KESULITAN SISWA DALAM MENANGANI PERMASALAHAN MATEMATIKA TERBUKA (MATHEMATIC OPEN-ENDED PROBLEMS)." Jurnal Santiaji Pendidikan (JSP) 8, no. 2 (January 10, 2019): 90–99. http://dx.doi.org/10.36733/jsp.v8i2.167.
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This research aimed at: 1) analyzing the students’ difficulty on solving mathematic open-ended problems, 2) analyzing the implementation of conducted mathematic’s learning. Subjects of the study was the whole grade VIII A8 students in SMP Negeri 1 Singaraja with the total number was 28 students. The data collection methods used in this research were observation, test, and interview. The technique of data analysis in this study made use qualitative descriptive analysis that was to analyze and describe every problem and difficulty that students faced when solving mathematic open-ended problems. The results from the test, interview, and observation analysis showed that the students’ difficulty on solving mathematic open-ended problems are:1) the students’ lack of ability on understanding mathematic open-ended problems, 2)the students had poor reasoning ability in which the students usually is a non-effective reasoning, 3) the stdudents’lack of representation ability and real thinking ability on solving the problems so that the students cannot find the best method to solve the problems. The researcher’s advise is that the mathematic teachers have to point on conceptual understanding and thinking ability development when teaching mathematics subject on classes.
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Wijaya, Riky Prasetia, Mega Teguh Budiarto, and Pradnyo Wijayanti. "Development of Realistic Mathematics Learning Tools to Improve Students' Mathematical Literacy Ability." Mathematics Education Journal 5, no. 2 (August 30, 2021): 124–31. http://dx.doi.org/10.22219/mej.v5i2.16571.
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The purpose of this research to: (1) describe the development process and produce realistic mathematics learning tools that are good for improving students 'mathematical literacy, (2) describe the effectiveness of realistic mathematics learning to improve students' mathematical literacy. The research population was class X students of seniour high school 3 Surabaya in the 2020/2021 academic year and teachers who teach mathematics in that class. The following conclusions were obtained: (1) The process of developing realistic mathematics learning tools using the PLOMP development model (2010) and the results of developing realistic mathematics learning tools for the matter system linear equation three variables (SPLTV) using the Ploom development model resulted in learning tools (RPP, LKS, and TLM) qualify the criteria of good quality equipment. (2) Based on the results of descriptive analysis in the implementation class, it was found that realistic mathematics learning was effective in improving students' Mathematical Literacy.
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Lorena G. Tan. "Real-Life Valuation And Re-Configuring Instructional Approach Of Learning Mathematics Among College Non-Math-Oriented Students." Journal of Namibian Studies : History Politics Culture 33 (May 16, 2023): 1745–65. http://dx.doi.org/10.59670/jns.v33i.3165.
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Incorporating a diverse range of instructional strategies is essential to address the multifaceted nature of students' attitudes and motivations towards mathematics. Students' positive outlook and recognition of mathematics' practical utility in real-world scenarios are reflected in their ability to see the relevance of the subject to their future careers, which in turn reflects positively on their perception of mathematics. The purpose of this study was to explore the perceptions of students on the value of mathematics in their life and identify the components of mathematics learning that represents this perceived value. The non-mathematic-oriented college students (n=20) were purposively sampled. The one-on-one interview was conducted to extract the personal experiences of students and describe how they value mathematics. The findings indicated that the perceived value of mathematics involves its general use, personal use, and applications to human-essential processes or resources. Perceived value governs the practical relevance of mathematics in everyday life and signifies an opportunity to leverage this awareness for improved learning experiences. Educators should thus focus on nurturing this subjective valuing, tailoring instruction to align with students' individual preferences and highlighting how mathematical concepts align with their personal and career aspirations. This study underscored the need for a multidimensional approach to mathematics education – one that capitalizes on perceived value, addresses attitudes and difficulty perceptions, fosters intrinsic motivation, and promotes personalized and engaging learning experiences.
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Nurdiansyah, Nanda Wahyu. "PROFIL KOMUNIKASI MATEMATIKA TULIS SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI KEMAMPUAN MATEMATIKA SISWA." MATHEdunesa 9, no. 2 (September 17, 2020): 442–54. http://dx.doi.org/10.26740/mathedunesa.v9n2.p442-454.
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One factor in learning mathematics is the need for communication skills. Carpenter & Gorg (2000: 60) states "Communication is an essential part of mathematics and mathematics education", which means that communication is an important part of mathematics and mathematics education. Mathematical communication is related to problem solving, because with the existence of mathematical communication students will understand better in solving mathematical problems. This qualitative descriptive study aims to describe the written mathematics communication of junior high school students in solving mathematical problems in terms of students' mathematical abilities. The data obtained came from three subjects, namely VIII grade junior high school students who had received the material system of two-variable linear equations (SPLDV). The three subjects consisted of students with high mathematical abilities, students with moderate mathematical abilities, and students with low mathematical abilities. The results of this study are the accuracy of writing mathematics for high ability and medium ability students is declared accurate, but low abilities is not declared accurate. In the completeness aspect, high ability and medium ability students written mathematics communication is complete for any information that has been submitted. But, student with low abilities is not complete. In the aspect of fluency, students with high abilities are able to communicate fluently in mathematics, but students with moderate and low abilities cannot fluently.
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Keywords: Mathematical Communication, Problem Solving, Mathematical Ability.
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Suharyono, Erik, and R. Rosnawati. "Analisis Buku Teks Pelajaran Matematika SMP ditinjau dari Literasi Matematika." Mosharafa: Jurnal Pendidikan Matematika 9, no. 3 (October 1, 2020): 451–62. http://dx.doi.org/10.31980/mosharafa.v9i3.819.
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AbstrakLiterasi matematika merupakan salah satu tujuan pembelajaran matematika sehingga perlu termuat dalam buku teks matematika sebagai sumber utama belajar. Penelitian ini bertujuan untuk mendeskripsikan hasil analisis soal-soal pada buku teks pelajaran matematika SMP kelas VII semester II kurikulum 2013 ditinjau dari literasi matematika. Jenis penelitian yang digunakan adalah penelitian deskriptif. Data dikumpulkan melalui teknik pengkodean, dan teknik analisis data menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa dari 408 soal yang dianalisis, terdapat 49,26% soal serupa dengan soal-soal pada PISA. Proporsi konteks didominasi oleh konteks umum dengan persentase 42,29%. Aspek proses didominasi oleh proses menggunakan konsep, fakta, prosedur, dan penalaran dengan persentase 66,17%. Selanjutnya, Level kompetensi matematika PISA didominasi oleh level 2 dengan persentase 52,74% dan level 1 dengan persentase 39,80%. Kurang dari 10% untuk level 3 sampai 6. Hal tersebut berarti bahwa soal-soal pada buku teks hanya mampu melatih peserta didik di level 2 kompetensi matematika PISA. Diperlukan sumber belajar lainnya yang dapat melengkapi kekurangan tersebut. Analysis of Mathematics Textbooks for Middle School based on Mathematics LiteracyAbstractMathematical literacy skills are one of the goals of learning mathematics, so that mathematical literacy needs to be included in mathematics textbooks as the main source of learning. The purposed study is to describe mathematical literacy in the items of a question in the 7th second-semester mathematic textbooks. This study was descriptive research. Data were collected through coding techniques. The reliability coefficient of the data is 0, 909. The results indicate that of the 408 items question, there is 49.26% that were similar to the questions on PISA. The dominant aspect of context is the societal context by 42.29%. The dominated process aspect is mathematical concepts, facts, procedures, and reasoning by 66.17%. Furthermore, the dominated PISA's mathematics competency level is level 2 by 52.74% and level 1 by 39.80%. Less than 10% for levels 3 to 6. This means that the questions in the textbook are only able to train students in level 2 PISA mathematics competence. Other learning resources are needed that can complement these shortcomings
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Murdy, Ratri, and Rooselyna Ekawati. "Levels of Students Mathematics Literacy Using Indonesian Culture Context." Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) 5, no. 1 (January 28, 2022): 1–19. http://dx.doi.org/10.26740/jrpipm.v5n1.p1-19.
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Mathematics literacy becomes an important component to be able to build 21st century skills. Indonesian culture contexts is used because culture is closely related to the environment and daily lives of students. The aim of this research was to describe the achieving level of mathematics literacy of students using Indonesian culture contexts. This was descriptive research with a qualitative approach. Four students in eighth grade with high mathematical ability and average mathematical ability were chosen to be the subjects from this research. The data was collected by test and interview. The instrument in this research was mathematics literacy test used Indonesian culture context with level 1 to 6 and interview guidelines. The analysis result showed that A1 and A2 (students with average mathematical ability) can achieve at level 3 mathematics literacy indicators. While H1 (student with high mathematical ability) achieve at level 3 mathematics literacy indicators, then H2 (student with high mathematical ability) can achieve at level 4 mathematics literacy indicators. In this research all of the students still cannot achieve at level 5 and level 6 mathematics literacy.
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Listiawati, Enny. "Pemahaman Siswa SMP Perempuan Berkemampuan Rendah pada Masalah Kalimat Matematika." Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) 1, no. 2 (January 15, 2019): 64. http://dx.doi.org/10.26740/jrpipm.v1n2.p64-72.
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Abstrak.Fokus masalah dalam penelitian ini adalah pemahaman siswa SMP pada masalah kalimat matematika karena hal ini sangat penting dan mempengaruhi kemampuan siswa dalam memecahkan masalah kalimat matematika. Adapun tujuan penelitan ini adalah untuk mendeskripsikan pemahaman siswa SMP perempuan dengan kemampuan matematika rendah pada masalah kalimat matematika. Subjek penelitian ini adalah satu orang siswa SMP perempuan kelas VIII yang mempunyai kemampuan matematika rendah. Instrumen penelitian ini adalah peneliti sendiri dengan instrumen pendukung yaitu soal tes kemampuan matematika, soal tes pemahaman pada kalimat matematika dan pedoman wawancara. Hasil penelitian yang diperoleh adalah bahwa pemahaman subjek perempuan pada masalah kalimat matematika yaitu pada komponen pemahaman interpreting subjek menginterpretasi masalah tersebut dengan menggunakan kalimat sendiri secara lengkap. Sedangkan pada komponen pemahaman summarizing subjek tidak menyatakan kalimat matematika dengan menggunakan notasi matematika akan tetapi dengan menggunakan kata-kata. Pada komponen pemahaman inferring subjek menyelesaikan masalah kalimat matematika secara terperinci dengan menggunakan perhitungan perkalian yang dituliskan secara lengkap dan subjek menyimpulkan jawaban sesuai dengan pertanyaan yang diajukan pada masalah kalimat matematika. Pada komponen pemahaman explaining subjek menjelaskan setiap langkah penyelesaiannya secara rinci serta menuliskannya pada hasil pekerjaanya.Abstract.The focus of the problem in this study is an understanding of junior high school students in mathemarical word problem because it is very important and affects the student's ability in solving mathematical problems sentences. The purpose of this research is to describe the understanding of female junior high school students with low mathematic competence in mathematical word problem. The subjects were a junior high students of class VIII women who have low mathematic competence. The instrument of this study is the researchers themselves with instruments that support mathematic competence test questions, test questions on sentence comprehension of mathematics and interview guidelines. The results obtained is that the understanding of the subject matter of women in mathematical word is on understanding components of interpreting the subject interpret these problems by using their own sentences in full. While on the subject summarizing understanding of the components do not declare the sentence mathematics using mathematical notation but by using words. On the subject component inferring understanding solve problems detailed mathematical sentence using the multiplication calculation is written in full and in accordance with the subject concludes answers to questions on the issue of mathematical sentence. In the component of understanding explaining the subject to explain each step of the solution in detail and write it on the results of his work.
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Niswah, Ulvatun, and Abd Qohar. "Mathematical Reasoning in Mathematics Learning on Pyramid Volume Concepts." Malikussaleh Journal of Mathematics Learning (MJML) 3, no. 1 (May 25, 2020): 23. http://dx.doi.org/10.29103/mjml.v3i1.2400.
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The purpose of this study was to describe the standard process of mathematical reasoning in learning on pyramid volume concepts. The study was a study with descriptive qualitative approach, carried out by peer teaching in the classroom. The subjects of this research were Class B Postgraduate 2018 (S2) students, State University of Malang. The standard process of this activity was to recognize reasoning and verification as a basic aspect in mathematics, to make and investigate mathematical conjecture, to find out how to develop and evaluate mathematical arguments and verification, to find out how to choose and use various types of reasoning and proof methods.
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Nisraeni, N., and Dwi Risky Arifanti. "DESCRIBE REASONING OF STUDENTS IN COMPLETING THREE-DIMENSIONAL PROBLEM-SOLVING." Journal of Mathematics Education 3, no. 1 (June 12, 2018): 28–32. http://dx.doi.org/10.31327/jomedu.v3i1.526.
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This study aims to describe reasoning by highly capable subjects (ST), medium-impacted subjects (SS), and low-ability subjects (SR) in completing three-dimensional problem-solving tasks. This research is a qualitative descriptive research. Instruments in this study are researchers as the main instrument guided by the task of solving problems Mathematics and interview guidelines are valid. The subjects of this study were students of class XI IPA C consisting of 3 people (high-ability subject (ST), medium-skilled subjects (SS), and low-ability subjects (SR)). The research process follows the steps of: (a) formulating the reasoning indicator in solving Mathematics problem, (b) formulating the supporting instrument (valid problem solving task of Mathematics and interviewing), (c) did research subject taking, (d) perform data retrieval to uncover students' reasoning in Mathematical problem solving, (e) do triangulation techniques to obtain valid data (f) perform analysis of student reasoning data in problem solving, (g) conduct discussion of result of analysis, (h) make a conclusion of research result. The results of a highly capable subject study show: 1) in understanding the problem using inductive reasoning type analogies, 2) planning completion using inductive reasoning, 3) carrying out the settlement plan using inductive and deductive reasoning, 4) re-examining using common procedures. While for the subject of moderate ability and low-ability subjects in solving problems only meet one reasoning indicator that is filed allegations (inductive type of analogy) is at the stage of understanding the problem. By looking at the students' abilities teachers need to provide non-routine questions so that students are better trained in reasoning and able to develop students' communication skills both in the learning process and in the community environment.
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Pramudita, Wahyu, and Indri Anugraheni. "STUDI PENGUASAAN MATEMATIKA DAN BAHASA INGGRIS MAHASISWA PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR (PGSD)." Scholaria : Jurnal Pendidikan dan Kebudayaan 7, no. 1 (January 30, 2017): 70. http://dx.doi.org/10.24246/j.scholaria.2017.v7.i1.p70-82.
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<p><em>This research was a descriptive non-experimental (field study) that attempted to describe the level of students’ mastery on the primary teachers education’s student of Atma Jaya Catholic University, specifically the cognitive aspects of basic mathematic and English language referred to curriculum of 2008. This study aimed to 1) mapping of the students’ mastery of mathematics and its relevancy, 2) mapping of the students’ mastery of English Language and its relevancy. The respondents of this study were 56 students of 2010-2012 batches. The results of this study indicated that the mathematical ability of students was considered good and the English language ability was sufficient.</em></p>
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Farokhah, Laely, Tatang Herman, Zaenal Abidin, Riduan Febriandi, and Muhammad Zulfadhli. "THE NEED ANALYSIS OF MATHEMATICS TEACHING MATERIALS BASED ON MATHEMATICAL PROFICIENCY IN MADRASAH IBTIDAIYAH." AULADUNA: Jurnal Pendidikan Dasar Islam 9, no. 1 (June 10, 2022): 9–23. http://dx.doi.org/10.24252/auladuna.v9i1a2.2022.
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Abstract
This research aimed to describe the need to analyze mathematics teaching materials based on mathematical proficiency in Madrasah Ibtidaiyah. Qualitative research was used in this research. The research was conducted in one of the Private Madrasah Ibtidaiyah in South Tangerang, Indonesia. The subject consisted of two mathematics teachers. The data collected through interview and documentation techniques consisted of curriculum and mathematics teaching materials. The data were analyzed using triangulation consisting of data reduction, presentation, and conclusion and verification. The result showed that the need analysis of mathematics teaching materials consisted of: (1) the curriculum of mathematics needed to be arranged about the sequence of materials, (2) teachers needed mathematics teaching materials in various types, and (3) the mathematics concepts based on mathematical proficiency in teaching materials needed to be improved. These results can be a reference for developing teaching materials based on mathematical proficiency for mathematics teaching and learning.
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Nasution, Anggita Ulan, Edi Syahputra, and Faiz Ahyaningsih. "Pengembangan Model Pembelajaran Berbasis Matematika Realistik Berbantuan Geogebra Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa SMP Al Azhar Medan." Jurnal Cendekia : Jurnal Pendidikan Matematika 6, no. 2 (May 18, 2022): 1623–35. http://dx.doi.org/10.31004/cendekia.v6i2.1379.
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This study aims to describe: 1) Find the validity, practicality, and effectiveness of realistic mathematics-based learning models developed to improve students' mathematical problem solving abilitiesl; and 2) Describe the improvement of students' mathematical problem-solving abilities using the developed learning tools. This research was conducted in two stages, namely the first stage of developing realistic mathematics-based learning tools using the 4-D development model, and the second stage testing realistic mathematics-based learning tools developed in grades VII-A and VII-B SMP Al Azhar Medan to see their effectiveness. From the results of trial I and trial II obtained: 1) the realistic mathematics-based learning model developed is effective, in terms of a) classical student learning completeness; b) achievement of learning objectives; and c) learning time; 2) The learning tools developed are practical to use; 3) Realistic mathematics-based learning tools developed can improve students' mathematical problem solving abilities; and 4) students' positive response to the activities and learning tools based on the developed realistic approach.
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Danoebroto, Sri Wulandari. "Students’ Perception on Borobudur Temple as Mathematic Learning Resource." Southeast Asian Mathematics Education Journal 7, no. 1 (June 29, 2017): 77–87. http://dx.doi.org/10.46517/seamej.v7i1.47.
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This study aims to describe junior high school student’s perception of Borobudur Temple as mathematic learning resources. Borobudur Temple is well known as having extraordinary architecture built algorithmically. The parts of Borobudur Temple such as the stupa, statue, and wall carvings (relief) consist of many geometric models. This study employs an ethnomathematics perspective in describing perceptions about cultural artefacts as a mathematical model. The result of this study may be used as a basis for developing meaningful mathematic learning in schools. The sample of the study was 313 students ofjunior high school located near Borobudur Temple. The measure of the sampling adequacy with KMO is 0.86 from which confirms that the number of the sample is sufficient. The data were collected using a questionnaire with Likert scale 1 to 4 with the following range: (1) disagree, (2) neutral, (3) agree, and (4) strongly agree. The exploratory factor analysis yielded three factors of perception of Borobudur Temple as a mathematic model, those are: (1) Borobudur Temple is a geometry model, (2) Borobudur Temple can be used as mathematic learning source at school, and (3) learning mathematics from Borobudur Temple is helpful for students. The total variance reached 49,572%. The value of Cronbach alpha was 0,8204 for the 14 items. The data were analyzed using descriptive statistics to attain average items of mean and average standard deviation for each factor. The result of the research shows that: (1) students agree that Borobudur Temple is a geometry model, (2) Borobudur Temple can be used as mathematic learning source at school, and (3) learning mathematics from Borobudur Temple is helpful for them.
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Astiswijaya, Nike. "Meningkatkan Kemampuan Komunikasi Matematis Siswa dengan Implementasi Model Pembelajaran Missouri Mathematics Project (MMP)." Jurnal Pendidikan Matematika (JUDIKA EDUCATION) 3, no. 1 (June 27, 2020): 8–16. http://dx.doi.org/10.31539/judika.v3i1.1179.
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One of the goals of mathematics learning is that students can develop communication skills (Permen Number 22 of 2006). MMP model is one model that can improve student’s mathematical communication skills. Based on this, a research was conducted on the implementation of the MMP learning model with the aim to describe student learning activities in mathematics learning using the MMP learning model and to describe mathematical communication skills in mathematics learning after using the MMP learning model. The research method is descriptive. Population in this research were all students of class XI of SMK YP Gajah Mada Palembang in the 2018/2019 and the samples of this research were students of class XI TKRO 3. Data collection techniques using documentation, observation and test techniques. The data obtained were analyzed using descriptive statistical techniques namely average and percentage. The results showed that the learning activities of students in learning mathematics using the MMP model in class XI TKRO 3 were in the good category. Mathematical communication skills of students in learning mathematics after using the MMP learning model in class XI TKRO 3 are in the good category.
Key word: MMP Model learning, communication mathematics skill
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Maulyda, Mohammad Archi, Vivi Rachmatul Hidayati, and Awal Nur Kholifatur Rosyidah. "Mathematical Disposition Scheme of Elementary School Students based on Adversity Quotient (AQ)." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 5, no. 2 (May 29, 2022): 62–67. http://dx.doi.org/10.22460/jiml.v5i2.10729.
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This research is motivated by the lack of public awareness of the importance of affective aspects in the world of education, especially mathematics. In mathematics, a positive attitude towards mathematics which includes self-confidence, flexibility, persistence, curiosity and appreciation of the role of mathematics is called a mathematical disposition. One of the internal factors that influence the mathematical disposition is Advesity Quotient (AQ) which has three levels, namely climber, camper and quitter. The purpose of this study is describe the mathematical disposition of students with AQ climbers, campers and quitters. The approach used in this research is qualitative with descriptive type. The instrument used is an aq questionnaire which is used to classify students' aq levels and an observation sheet which is used to determine students' mathematical dispositions. The research subjects were fifth grade students in the Mataram City area. The conclusions of this research are (1) Subjects with AQ climber have a mathematical disposition score of 90% can show all indicators of students' mathematical disposition, namely self-confidence, flexibility, persistence, curiosity and appreciation of the role of mathematics. (2) Subjects with AQ camper have a score of 57.5% mathematical disposition can show three indicators of students' mathematical disposition, namely self-confidence, curiosity and appreciation of the role of mathematics. (3) Subjects with AQ quitter have a mathematical disposition score of 41.5% that does not show a mathematical disposition at all.
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AMINULLAH, AMINULLAH. "PENGARUH KEPERCAYAAN SISWA PADA MATEMATIKATERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA." GANEC SWARA 13, no. 2 (September 2, 2019): 251. http://dx.doi.org/10.35327/gara.v13i2.89.
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This study aims to describe the effect of student confidence in mathematics on students' mathematical problem solving abilities. This type of research is a quasiexperimental study and the sample in this study is a class XI student majoring in hotel accommodation with 31 students. Retrieval of data using questionnaire and test instruments. The results of this study obtained the average student confidence in mathematics at 60.23 with a standard deviation of 3.66. While the mathematical problem solving abilities of students obtained an average of 66.94 with a standard deviation of 9.63. Students 'trust in mathematics and students' mathematical problem solving abilities are quite sufficient. There is an influence of students 'trust in mathematics on students' mathematical problem solving abilities indicated by F count (4,746) ≥ F table (4,18) or significance number at 0,038 ≤ 0.05 ANOVA. The magnitude of the influence of student confidence in mathematics on students' mathematical problem solving abilities is 14.1%. The regression equation obtained by Y ̂ = 7.455 + 0.988X + ϵ. This means that if the value of student confidence in mathematics is 1 unit, then the value of the predictive variable will increase by 0.988. The higher the confidence of students in mathematics, the mathematical problem solving abilities of students will also increase.
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Lutz, P. Michael, and Jorgen Berglund. "Supporting Teacher Learning: Using NSF–Funded Middle School Materials in a University Mathematics Content Course." Teaching Children Mathematics 13, no. 6 (February 2007): 342–47. http://dx.doi.org/10.5951/tcm.13.6.0342.
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As mathematics teacher educators, we grapple with determining the depth of mathematical knowledge required of prospective elementary school teachers in our mathematical content courses. We struggle with identifying the mathematics appropriate for these courses as well as making the mathematics relevant for these teachers. If these classes are housed in a department of mathematics, as ours are, this discussion must take into account the expectations of our departmental colleagues. We examined these issues in spring 2001, when we were asked to redesign a mathematics content course for preservice elementary school teachers. In this article, we describe some of our experiences, including our decision to use middle school mathematics curricular materials as the primary textbooks.
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Qohar, Abd, and Shima Kunaza Fazira. "Student Mathematical Communication in Online Discussion in Introduction to Geometry Course using Edmodo." Journal of Education Research and Evaluation 6, no. 4 (December 14, 2022): 576–85. http://dx.doi.org/10.23887/jere.v6i4.51241.
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Mathematical communication is an important part in learning mathematics. Mathematical communication is a way for students to express mathematical ideas either orally, in writing, pictures, diagrams, using objects, presenting in algebraic form, or using mathematical symbols. Through mathematical communication, students can convey ideas and clarify understanding and knowledge during the mathematics learning process. Mathematical communication skills are important because in learning mathematics, the use of notation, symbols, formulas and terms is a determining factor in problem solving. Due to the pandemic, learning activities are carried out online through Edmodo. This may bring changes to students' mathematical communication when doing a discussion. For this reason, this research aims to describe students' mathematical communication during discussion session in the Introduction to Geometry course through Edmodo. This research is a qualitative descriptive research. The subjects of this research were 35 students of first semester mathematics education who were taking the Introduction to Geometry course. The results showed that in doing a discussion, the students used written, visual, and symbolic mathematical communication. In expressing their opinion, students can also use more than one type of mathematical communication. In addition, the opinions expressed in the discussion were at various cognitive levels.
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Sarumaha, Yenny Anggreini, and Ilham Rizkianto. "PROMOTING MATHEMATICAL JUSTIFICATION THROUGH REALISTIC MATHEMATICS EDUCATION CLASSROOM." Jurnal Pendidikan Matematika (JUPITEK) 5, no. 2 (December 30, 2022): 83–94. http://dx.doi.org/10.30598/jupitekvol5iss2pp83-94.
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The importance of mathematical justification in all classrooms is emphasized by reform movements in mathematics education. However, previous studies reveal that encouraging justification in mathematics classes is troblesome for mathematics teachers at all school levels. This present study is aimed to find out how justification help students to develop their mathematical understandings. To answer this question, we first determined the role of justification in teaching and learning process and how good students in justifying their answers. Design research was chosen as an appropriate mean to achive that goal. The study was conducted in a state university in Yogyakarta involving four students from fifty-one students as our focus group and one of researchers as a lecturer. Justification was the focus on this study and to promote it we chose RME as an approach that served as a learning environment. In this study, all data collected from classroom observation, group observation, students’ works, video recordings, field notes during teaching experiment, and students’ final writen test. Students’ works then analyzed using a justification rubric and describe thoroughly by considering other data collected during teaching learning process. The study revealed that there were some roles of justification in RME classroom, namely encouraged conceptual understanding, supported mathematical skill, promoted long lasting skill, and influenced social relationship. In this study, most students in our focus group have already made a good justification which was assessed by the points in the CLEAR rubric. Students wrote their solutions equipped by signs or simbols, made labels, used a complete sentence to answer the question, and elaborated procedures throroughly
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Murtafiah, Wasilatul, Cholis Sa'dijah, Tjang Daniel Chandra, Susiswo Susiswo, and Abdur Rahman As'ari. "EXPLORING THE EXPLANATION OF PRE-SERVICE TEACHER IN MATHEMATICS TEACHING PRACTICE." Journal on Mathematics Education 9, no. 2 (June 29, 2018): 259–70. http://dx.doi.org/10.22342/jme.9.2.5388.259-270.
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This study aims to describe the types of explanations made by pre-service teachers in mathematics learning. In this research, the types of explanations are used to describe the explanatory trends used by pre-service teachers in mathematics teaching. The descriptive qualitative research was chosen in this research. The research subjects are pre-service teacher as the students of Mathematics Education of PGRI Madiun University and Madura University who are studying Field Experience Practice. Of the 105 mathematics student, five students with a cumulative grade achievement of more than 3.50 were observed during the teaching practice at the school for approximately five meetings. The research data was obtained from observation, video recording, and interview. Data analysis was done through data condensation, data presentation, and conclusion/verification focused on pre-service teacher explanation on mathematics learning activity. The research findings indicate that the explanation used by the pre-service teacher in the mathematics learning starting from the most frequently used is the descriptive explanation (51,7%), giving of reason (36,2%) and interpretative (12,1%). Descriptive explanations are used to describe mathematical procedures. The type of reason-giving explanation is used to explain reasons based on mathematical principles. Furthermore, the interpretative explanation is used to explain the concepts and facts of mathematics.
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R, Nurmala. "MINAT BELAJAR SISWA MENGGUNAKAN POCKET BOOK MATHEMATIC (POCKEMATH) BERBASIS ANDROID SEBAGAI MEDIA PEMBELAJARAN." Mathematic Education And Aplication Journal (META) 3, no. 2 (January 23, 2022): 1–8. http://dx.doi.org/10.35334/meta.v3i2.2396.
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AbstractThe purpose of the study was to describe students' interest in learning in the use of Android-based Pocket Book Mathematical (Pockemath) media using smartphones as learning media in building materials. This research is a descriptive quantitative study with a sample of 30 students. Instrument used in the form of student learning interest questionnaires distributed to students before and after using Pocket Book Mathematics (Pockemath) media. The results of this study indicate that students experienced an increase in student interest in learning after using Android-based Pocket Book Mathematics (Pockemath) as a medium for learning mathematics for students. This can be seen from the comparison of students' interest in learning before using the media was 47.53 and after using the media it was 54.16. The increase in students' interest in learning is indicated by the gain value. The increase in student interest in learning obtained from data analysis is 0.56 and is in the medium categoryKeywords: Interest in Learning, Pocket Book, Android, Learning MediaAbstrakTujuan penelitian adalah mendeskripsikan minat belajar siswa dalam penggunaan media Pocket Book Mathematic (Pockemath) berbasis android dengan menggunakan smartphone sebagai media pembelajaran pada materi bangun ruang. Penelitian dilaksanakan dengan kuantitatif deskriptif melibatkan 30 siswa sebagai sampel Instrument penelitin adalah angket minat belajar siswa yang dibagikan ke siswa sebelum dan setelah menggunakan media Pocket Book Mathematic (Pockemath). Hasil penelitian ini mengalami peningkatan minat belajar siswa setelah menggunakan Pocket Book Mathematic (Pockemath) berbasis android sebagai media pembelajaran matematika untuk siswa. Hal ini dilihat dari perbandingan minat belajar siswa saat sebelum menggunakan media adalah sebesar 47,53 dan setelah menggunakan media media adalah 54,16. Peningkatan pada minat belajar siswa ditunjukkan dengan nilai gain. Peningkatan minat belajar siswa yang didapatkan dari analisis data adalah sebesar 0,56 dan berada pada kategori sedang Kata Kunci: minat belajar, pocket book, android, media pembelajaran
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Sari, Anisa Fatwa, and Kurnia Noviartati. "Penggunaan Konteks dalam Implementasi Pendidikan Matematika Realistik Indonesia oleh Mahasiswa." Jurnal Pendidikan Matematika (Judika Education) 5, no. 2 (December 17, 2022): 84–92. http://dx.doi.org/10.31539/judika.v5i2.4616.
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This study aims to describe how student mathematics teacher candidates use context in learning mathematics. A qualitative approach is used as a research method with supporting instruments, namely questionnaires and interview guidelines. The subjects of this research are mathematics education students who program PMRI courses. Data collection techniques are documentation of student reports, giving questionnaires and interviews about the context of mathematics. Data were analyzed by coding to develop descriptions and themes to answer research questions. The results showed that students understood the context as limited to problems related to everyday life. Students have not been able to implement PMRI because there are students who focus on solving mathematical problems by students. In conclusion, students have not utilized the potential of the context so that students can learn to reconstruct mathematical concepts and hone mathematical thinking processes through problem solving.
Keywords: Mathematical Context, PMRI, Mathematization, RME
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Arianto, Ahmad Subqi, Joko Sulianto, and Mira Azizah. "ANALISIS KEMAMPUAN PENALARAN MATEMATIS SISWA KELAS IV SDN GAYAMSARI 02 DI KOTA SEMARANG." Jurnal Sinektik 2, no. 2 (December 3, 2019): 136. http://dx.doi.org/10.33061/js.v2i2.3327.
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The objectives of this study are: (1) Describe the implementation of mathematics learning at Gayamsari 02 Semarang Elementary School (2) Describe the classification of mathematical reasoning abilities of fourth grade students at Gayamsari Elementary School 02 Even Semester 2018/2019. The method used in this study is a qualitative method. Research location at Gayamsari 02 Elementary School Semarang. Data collection is done through observation, questionnaires, interviews and documentation as well as for collecting data on mathematical reasoning abilities of students using test questions. The validity of the data is done by means of triangulation techniques. Based on the data analysis that has been done, mathematics learning is included in the good category with an average score above 3, mathematical reasoning classification data obtained the highest results of 56.41% and the lowest results of 10.25%, it can be concluded that the implementation of mathematics learning at SDN Gayamsari 02 Semarang shows good results, but for the results of tests on mathematical reasoning questions related to students' ability to reason with material in many aspects and flat build is still lacking
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Rohman, Minanur. "PREPARE PRIMARY SCHOOL STUDENTS TO FACE THE TECHNOLOGICAL AGE: MATHEMATICAL CREATIVITY AND SPATIAL ABILITY." journal AL-MUDARRIS 2, no. 1 (April 30, 2019): 1. http://dx.doi.org/10.32478/al-mudarris.v2i1.237.
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Technology and mathematics are two things that are interconnected and influence. Technology, such as computer games, can be used to describe abstract mathematical concepts so that they are more easily understood by students. Unfortunately, technology also has some undesirable impacts, such as causing students difficulties in developing their creativity to understand mathematical concepts. On the other hand, spatial ability gets less attention than educators when students are studying mathematics. This paper will discuss how teachers can help students develop their mathematical creativity and spatial ability.
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Rachmawati, Lelly Nur, Yus Mochamad Cholily, and Zukhrufurrohmah Zukhrufurrohmah. "MATHEMATICS COMMUNICATION MISTAKES IN SOLVING HOTS PROBLEMS." Infinity Journal 10, no. 1 (January 13, 2021): 69. http://dx.doi.org/10.22460/infinity.v10i1.p69-80.
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Student mistakes in communicating mathematical ideas are still widely practiced. Therefore, it is essential to analyze students' mathematical communication errors in solving mathematical problems so that learning planning can be better. This study aims to describe students' mathematics communication errors in solving the higher-order thinking skill's problems in linear algebra and matrix subject. The type of research is a qualitative descriptive study. They were 155 students as subject research. The data analysis started by collecting students' answers and then grouped them according to mathematics communication skills criteria. Later identified and analyzed the errors made by students of each mathematics communication criteria. The results showed that mathematical communication errors on the indicators of writing mathematical situations were concept errors and principle errors. The declaring idea's mathematical communication error is a concept error, a principle error, and an operation error. Furthermore, mathematical communication errors on the indicator state the results of solving-problem using the language itself is a concept error and operator error.
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Kurniati, Dian, Dinawati Trapsilasiwi, Abdur Rahman As'ari, Hasan Basri, and Sharifah Osman. "Prospective Mathematics Teachers’ Critical Thinking Disposition in Designing Cognitive and Psychomotor Assessment Instruments." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 7, no. 1 (June 27, 2022): 1–14. http://dx.doi.org/10.24042/tadris.v7i1.11263.
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The disposition of critical thinking is one of the predictors of the success of prospective mathematics teachers in accustoming their students to critical thinking and mathematical literacy in responding to mathematical problems. Therefore, it is necessary to conduct research that focuses on the critical thinking disposition of prospective mathematics teachers in designing learning, including assessment instruments. The research aims to describe the critical thinking disposition of prospective mathematics teachers in designing cognitive and psychomotor assessment instruments to familiarize junior high school students with critical thinking and mathematical literacy. It was qualitative in nature, with an exploratory, descriptive methodology with 16 mathematics education students in the fifth semester of the Universitas Jember as research subjects. All research subjects attended three lectures on Evaluation of Mathematics Teaching and Learning Outcomes by applying a collaborative learning model based on team projects. The research findings have indicated that prospective mathematics teachers have a critical thinking disposition in compiling a project on cognitive and psychomotor assessment instruments based on the junior high school students critical thinking and mathematical literacy. The components of the critical thinking disposition of prospective mathematics teachers that emerged during three times lectures were truth-seeking, open-mindedness, maturity, and curiosity. Prospective mathematics teachers collaborated and cared about each other with friends in completing projects.
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Putrawangsa, Susilahudin, and Uswatun Hasanah. "INTEGRASI TEKNOLOGI DIGITAL DALAM PEMBELAJARAN DI ERA INDUSTRI 4.0." Jurnal Tatsqif 16, no. 1 (August 29, 2018): 42–54. http://dx.doi.org/10.20414/jtq.v16i1.203.
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The recent study intends to describe the roles and the principles of integrating digital technology in education at the 4th Industrial Era. The integrartion is studied from mathematics education perspective. It is concluded that the basic principle of integrating digital technology in mathematics education is that the technology does not diminish students’ conceptual understanding or replace students’ intuitions in doing mathematics. Conversely, the technology is utilized to boost students’ conceptual understanding and maximize the development of students’ intuition in doing mathematics. It is identified that there are three didactical functions of digital technology in mathematics education, such as: (1) Technology for doing mathematics, that is the technology is incorporated as alternative learning media in doing mathematical activities; (2) Technology for practicing skills, that is the technology is utilized as a learning environment to master particular mathematical skills; (3) Technology for developing conceptual understanding, that is the technology is integrated as a learning environment to develop students’ conceptual understanding of specific mathematical concepts. This last didactical function is the most expected of integrating digital technology in mathematics education.
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Et al., Trisna Roy Pradipta. "Is exemplification the one and only way to describe that empty set is subset of any sets?" Psychology and Education Journal 58, no. 1 (January 15, 2021): 4767–71. http://dx.doi.org/10.17762/pae.v58i1.1636.
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Various methods and techniques in mathematical proof really need to be introduced to students. Since Studying set theory, there have been opportunities in teaching mathematical proof to students. Teacher are required to choose the right methods and techniques, and be able to develop the abilities of students. A survey was conducted with teachers, lecturers, and students of mathematics education regarding opinions and explanations of how to teach proof of one of the property in set theory. It is asked how to prove that an empty set is a subset of any set. Of the 96 respondents, 69 of them though that the most appropriate way was giving an example. Based on the survey result, there also other alternatives that are relevant even for junior high school students.
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Rakhmawati, Rosida. "Aktivitas Matematika Berbasis Budaya pada Masyarakat Lampung." Al-Jabar : Jurnal Pendidikan Matematika 7, no. 2 (December 20, 2016): 221–30. http://dx.doi.org/10.24042/ajpm.v7i2.37.
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Culture-based education has a vital role of individuals and communities to achieve progressivity in all aspects of life. Math-based culture called ethnomathematics is an approach that can be used to explain the role of mathematics in a multicultural society. Mathematical concepts used to explore the existence of mathematics in culture, especially traditional societies of Lampung. This study aims to describe the results of exploration Lampung Ethnomathematics with this kind of exploratory research as well as an ethnographic approach. The results showed that without studying the mathematical concept, traditional society of Lampung have applied these concepts in their daily lives using ethnomathematics. Proved the existence of mathematical concepts contained in custom home building, the local unit of Lampung, geometric shapes motif of tapis, as well as traditional games Lampung. Researchers suggest the results of this study to (a) used as alternative ideas mathematics learning outside the classroom, (b) introduced in learning formal mathematics as initial capital to teach the concept of mathematics to students, (c) be used as reference material for preparing a matter of mathematical problem-solving context.
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Charles, Randall I. "The Role of Problem Solving." Arithmetic Teacher 32, no. 6 (February 1985): 48–50. http://dx.doi.org/10.5951/at.32.6.0048.
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The importance of problem solving in mathematics has been attested to by many individuals and groups (e.g., Snowmass 1973; NCSM 1977; CBMS 1982). Furthermore, the belief seems to be common that the development of students' problem-solving abilities is one of the most important goals of mathematics education. In view of the importance of problem solving, it is templing to argue that problem solving and mathematical thinking are in fact different names tor the same activity. However, such an argument would provide too narrow an interpretation of mathematical thinking and too broad a view of problem solving. The purposes of this article are to describe one view of “mathematical thinking” and to describe the characteristics of a problem-solving program necessary to develop this kind of thinking.
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Yiting, Ning, Jianlan Tang, Rafiantika M. Prihandini, and Usman Aripin. "Modeling Conic Section Using Hawgent Dynamic Mathematics Software." ARITHMETIC: Academic Journal of Math 4, no. 1 (May 31, 2022): 61. http://dx.doi.org/10.29240/ja.v4i1.4320.
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Teachers should pay attention to the deep integration of information technology and mathematics courses, so as to achieve the effect that traditional teaching methods are difficult to achieve. Conic section in high school is an important carrier for cultivating students' mathematical literacy, but it is highly abstract and comprehensive, making it a "difficult point" in high school mathematics teaching. Hawgent dynamic mathematics software has powerful dynamic and visual functions, which can effectively assist the teaching of ellipse in high school. The questions to be studied in this paper are: (1) describe how teachers use Hawgent dynamic mathematics software to design learning media when teaching the content of conic section and stimulate students' for knowledge; (2) describe how Hawgent dynamic math software be used in class to help students understand the definition of conic section effectively. This research was used the research method combining ADDIE model and teaching experiment to analyze the class using Hawgent dynamic mathematics software to design learning materials and the class using traditional teaching method. Research sample was 130 high school students. Mathematical software design learning materials, can give students an intuitive presentation of the formation process of the conic, so as to help students effectively understand mathematical concepts and stimulate students' curiosity for knowledge.
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Courtney, Scott A., and Joanne Caniglia. "Comparing the Mathematical Practices Pre-Service Teachers and Mathematics Teacher Educators Identified as Relevant to Problems and Tasks." International Journal of Research in Education and Science 7, no. 3 (July 24, 2021): 954–71. http://dx.doi.org/10.46328/ijres.2335.
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In the U.S., state adopted or developed college- and career-ready mathematics standards, including the Common Core State Standards for Mathematics, not only impact districts, students, and their teachers, but also university teacher preparation programs. In order to attain and sustain Common Core’s vision of developing mathematically competent citizens, teacher preparation programs must support pre-service teachers’ development of practical conceptions of the Standards for Mathematical Practice. In this article, we examine the mathematical practices middle grades pre-service teachers (grades 4-9 licensure) and mathematics teacher educators identified as playing a role in attempts to make sense of and work toward solutions to mathematics problems. In addition, we compare the mathematical practices indicated both within and across pre-service teachers and mathematics teacher educators. Results identify pre-service teachers’ potential difficulties operationalizing six specific mathematical habits of mind. Finally, we describe how such comparisons can guide the design of future teacher education and professional learning by describing a process for identifying problems and tasks with the greatest potential to support pre-service teachers’ development of practical conceptions of mathematics or other content-specific habits of mind.
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Taranova, Marina Vladimirovna. "Methodological knowledge of mathematics as a necessary condition for the formation of professional competencies of future teachers of mathematics." Journal of pedagogical innovations, no. 4 (December 18, 2021): 42–48. http://dx.doi.org/10.15293/1812-9463.2104.04.
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The article deals with the problem of preparing a future mathematics teacher for professional activity in the conditions of digitalization. The requirements for the mathematical training of a future teacher are highlighted and one of the ways to improve mathematical and methodological competencies is proposed. The main idea of the article is to analyze and describe the experience of solving the problems of filling the content of online courses to involve students in an independent research search, the experience of correlation of methods of organizing the educational process in the conditions of offline and online student learning. The author, based on the analysis of the content of methodological knowledge in mathematics and mathematical knowledge proper, reveals the content and essence of the methodological component in the professional activity of a future mathematics teacher. The purpose of the article is to determine the strategies of organizing a course in which future mathematics teachers receive not only mathematical, but also methodological training using different.
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Nurjannah, Nurjannah, Nurhalizah Nurhalizah, Eka Irmawati, and Andi Auliya Ismunandar. "PEMBELAJARAN MATEMATIKA BERBASIS ETNOMATEMATIKA DI TAMAN PURBAKALA BATU PAKE GOJENG KABUPATEN SINJAI." MEGA: Jurnal Pendidikan Matematika 1, no. 2 (September 26, 2020): 62–74. http://dx.doi.org/10.59098/mega.v1i2.242.
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The purpose of this study was to describe the integration of etnomathematics in mathematics learning; describes cultural values with ornaments that are closely related to mathematics and explores and explores mathematical concepts that can be utilized as a source of learning mathematics and efforts to develop etnomathematics as a basis for learning mathematics. The data collection process was carried out using exploration methods, documentation, literature study, and observation in the Batu Pake ’Gojeng park located on Jalan Veteran, Biringere, North Sinjai, Sinjai Regency. Based on the research results, it can be concluded that the organization and buildings contained in the Gojeng Archaeological Stone Park have mathematical elements, namely building space, flat building, statistics, social arithmetic and collections. Thus, the role of ethnomatemics is as a student facility to be able to construct mathematical concepts in the park of the Archaeological Rock using Gojeng and can be used as a medium to facilitate students understanding mathematical concepts.
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Baker, Ann, Kimberly Schirner, and Jo Hoffman. "Early Childhood Corner: Multiage Mathematics: Scaffolding Young Children's Mathematical Learning." Teaching Children Mathematics 13, no. 1 (August 2006): 19–21. http://dx.doi.org/10.5951/tcm.13.1.0019.
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Exploration, inquiry, manipulation, discussion, and discovery all come to mind when we envision young children involved in mathematical activities. Early childhood education engages students in an exploratory journey from birth through age 9 in empirical mathematical concepts. The focus of early mathematics is to develop a strong foundation of the requisite skills and concepts throughout NCTM's five Content Standard strands (NCTM 2000). The wide ranges of abilities and understandings of mathematical concepts in early childhood classrooms challenge teachers to meet all students' intellectual needs. In this article, teachers of primary-grade multiage classrooms describe how they used scaffolding to capitalize on the wide ranges of abilities and met their students' needs by providing opportunities for their young learners to work together to understand mathematical concepts.
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Skoblo, T. S., A. I. Sidashenko, T. V. Maltsev, and V. N. Romanchenko. "The use of the optical-mathematical method to describe the structure formation during friction." PROBLEMS OF TRIBOLOGY 93, no. 3 (October 2019): 6–13. http://dx.doi.org/10.31891/2079-1372-2019-93-3-6-13.
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Setiawati, Euis. "RELEVANSI DIKLAT TEKNIS SUBSTANTIF GURU MATEMATIKA TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS." Tatar Pasundan: Jurnal Diklat Keagamaan 15, no. 1 (June 21, 2021): 90–108. http://dx.doi.org/10.38075/tp.v15i1.212.
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This article aims to describe the relevance of implementing Substantive Education and Training for Mathematics Teachers in terms of improving mathematical creative thinking ability on Islamic elementary, Junior, and Senior High Schools teachers. The population was mathematics teachers who joined training held by Religious Training Center in four regions: Bandung, Semarang, Jakarta, and Surabaya. The research sample consisted of 85 participants. The independent variable of the research is the relevance of Substantive Education and Training for Mathematics Teachers, and mathematical creative thinking ability as the dependent. Mathematical creative thinking ability is viewed from the teacher levels. To measure the relevance, the method uses multiple linear regression tests after taken classical assumption test. The result shows the value F_countF_table= 39,312 3,10, so H0 is rejected, meaning it has significant relevance between the implementation of Substantive Education and Training for Mathematics Teachers to the improvement of mathematical creative thinking ability on all Islamic teachers in the levels of Elementary, Junior, and Senior High Schools who involved.Keywords: relevance; education and training; mathematical creative thinking ability
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Krisma, Dita Aldila, and Arifta Nurjanah. "KAJIAN ETNOMATEMATIKA: EKSPLORASI KOMPLEKS MAKAM RAJA-RAJA IMOGIRI SEBAGAI BAHAN PEMBELAJARAN MATEMATIKA." Prima Magistra: Jurnal Ilmiah Kependidikan 4, no. 3 (June 29, 2023): 362–72. http://dx.doi.org/10.37478/jpm.v4i3.2860.
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Ethnomatematics-based learning, linking mathematics and culture, can improve students' mathematical abilities. Therefore, the mathematical concepts contained in culture need to be studied to become one of the innovations in learning mathematics as a contextual learning material. This research aimed to explore and describe the cemetery complex of the Imogiri kings. This research was exploratory-qualitative research with an ethnographic design. The focus of this research was the ethnomathematics exploration of the buildings in the cemetery complex of the Imogiri kings. Research data collection was carried out through observation and documentation. The findings show that in the cemetery complex of the Imogiri kings, there are mathematical concepts that can be used as materials for learning mathematics. The mathematical concepts contained in the complex can be related to operational material for the addition of integers, comparisons, trapezoids, rectangles, congruence, similarity, beams, truncated pyramids, reflections, and rotations. The mathematical concepts from the ethnomathematics study can be used as materials for learning mathematics in schools, including at the elementary and junior high school levels.
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Dietiker, Leslie, Lorraine M. Males, Julie M. Amador, and Darrell Earnest. "Research Commentary: Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials." Journal for Research in Mathematics Education 49, no. 5 (November 2018): 521–32. http://dx.doi.org/10.5951/jresematheduc.49.5.0521.
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Building on the work of Professional Noticing of Children's Mathematical Thinking, we introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them. This framework builds on Remillard's (2005) notion of participation with curriculum materials, connects with and broadens existing research on the relationship between teachers and written curriculum, and highlights new areas for research. We argue that once mathematics educators better understand the strategic curricular practices that support ambitious teaching, which we refer to as professional curricular noticing, such knowledge could lead to recommendations for how to support the curricular work of teachers and novice teachers in particular.
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Yerizon, Yerizon, and Atus Amadi Putra. "The Effect of Various Learning Approaches on Mathematical Learning Outcomes based on the Multiple Intelligences of Students." ATHENS JOURNAL OF SCIENCES 8, no. 3 (August 30, 2021): 213–28. http://dx.doi.org/10.30958/ajs.8-3-4.
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The aim of this paper is to describe the research results on multiple intelligences in mathematics learning, using a descriptive approach. It also ascertains the influence of various learning models on mathematics learning outcomes based on students’ multiple intelligences. Student Teams-Achievement Divisions (STAD) and Team Games Tournament (TGT) learning models improved learning outcomes for students possessing logical-mathematical, kinesthetic, and interpersonal intelligences. Furthermore, Group Investigation (GI) and Numbered Head Together (NHT) learning models improved student learning outcomes with logical-mathematical intelligence. Two Stay Two Stray (TSTS) learning model with peer tutors improved student learning outcomes with linguistic, logical-mathematical, and interpersonal intelligences. Team Assisted Individualization (TAI) and Jigsaw learning improved student learning outcomes with linguistic intelligence. Also, TSTS and NHT learning models improved student learning outcomes with logical-mathematical, and interpersonal intelligences. Keywords: compound intelligence, learning model, mathematics