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Karamyshev, Anton N., and Zhanna I. Zaytseva. "“MATHEMATICA” IN TEACHING STUDENTS MATHEMATICS." Práxis Educacional 15, no. 36 (2019): 610. http://dx.doi.org/10.22481/praxisedu.v15i36.5937.
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 The relevance of the topic of the article is due to the process of modernization of higher mathematical education in Russia, which has led to a significant change in curricula and the need to look for ways and forms of training that would allow students to learn the necessary material within the time granted for studying, while obtaining the maximum necessary amount of skills, knowledge, and competencies. The objective of the article is to justify the ways and principles of the development and implementation of new pedagogical and information technologies in the educational process, the organization of professional education of students in technical areas based on the integration of mathematics and computer science. The leading method of the study of this problem is the methodological analysis and subsequent synthesis, which, by analyzing the didactic content of the sections in mathematics and the possibilities of the computer mathematical environment called Mathematica, reveals the necessary methods and ways of developing and using modern computer technologies in the mathematical education of engineering students. It is proved that one of the main tools for implementing the methods for solving the indicated problem should be considered a computer, namely, the mathematical environment called Mathematica, and the basic principles of its systemic implementation in the educational process of the university have been identified. The materials of the article may be useful to teachers of mathematical disciplines of higher educational institutions, the computer programs and pedagogical software products created in Mathematica can serve as models for the development of similar pedagogical software products.
 
 
 
 
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Jaqua, Kathy M. C. "Mathematical Selfies: Students' Real-World Mathematics." Mathematics Teacher 111, no. 1 (2017): 54–59. http://dx.doi.org/10.5951/mathteacher.111.1.0054.
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Fuat, T. Nusantara, E. B. Irawan, and S. Irawati. "Students’ mathematical conviction in Mathematics proof." IOP Conference Series: Earth and Environmental Science 243 (April 9, 2019): 012133. http://dx.doi.org/10.1088/1755-1315/243/1/012133.
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Hutauruk, A. J. B., and N. Priatna. "Mathematical Resilience of Mathematics Education Students." Journal of Physics: Conference Series 895 (September 2017): 012067. http://dx.doi.org/10.1088/1742-6596/895/1/012067.
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Gradini, Ega, and Firmansyah Firmansyah. "Measuring Students’ Mathematical Literacy in Culturally Responsive Mathematics Classroom." Al-Ta lim Journal 26, no. 3 (2020): 233–42. http://dx.doi.org/10.15548/jt.v26i3.551.
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This paper aims to discuss students’ mathematics literacy in culturally responsive mathematics classroom. Students were taught by culturally responsive mathematics material and examined with a series of test in order to measure their mathematics literacy level. The data collected in this study are quantitative data in the form of scores on students' mathematical abilities that indicate the level of student mathematics literacy. The research was conducted at MAN 1 Takengon with the two groups pre-test and post-test design to determine the differences in mathematical literacy skills of one experimental group and then compare the results with one control group that was not subjected to treatment. The test consists of 6 problems and designed by based on the domain of PISA 2015 questions on every level of mathematical proficiency skills. The research finds that (1) culturally responsive mathematic teaching gives positive effect to students’ mathematical literacy; (2) the level of mathematical literacy of MAN 1 Takengon students lies from level 1 to level 5. There was no student who able to achieve 6thlevel of mathematical literacy; and (3) After culturally responsive mathematics teaching was implemented, from 24 students, there were 4 students at 1st level, 7 students at 2nd level, 10 students at 3rd level, and 2 students at 4th level, and 1 student at 5th level of mathematical literacy.
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Salafudin, Salafudin, Muhamad Sugeng Sholahuddin, Heni Lilia Dewi, and Alimatus Sholikhah. "Character Education Through Realistic Mathematics Learning Based On Ethnomathematics." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 2 (2021): 211. http://dx.doi.org/10.31331/medivesveteran.v5i2.1623.
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Mathematics is a discipline that can improve thinking skills. However, in reality, the mathematics thinking skills of elementary school students are still low. This is because the mathematics learning used is not optimal and still uses conventional learning. In the process of mathematics learning, there is an integration of character values with mathematics material. Character building through mathematics learning has not been done relatively. The current mathematical concept can be related to cultural activities called ethnomathematics. Through ethnomathematics, mathematics learning becomes more realistic. The purpose of this research is to build students’ character and improve student’s mathematic learning achievement through developing student worksheets with a mathematical approach based on ethnomathematics. The methods of the research were research and development by using steps including preliminary study, design, development, and dissemination. The result of the research is student's worksheets fulfill valid, practical, and effective criteria. The result of the validity of teaching media shows that the average number is 96 % with very good criteria. The effectiveness test shows that there is a distinction of student’s achievement before and after the treatment and the student’s achievement on average is increased. Based on the analysis of student's answers on student worksheets, four characters are built through the learning process with a realistic mathematic approach based on ethnomathematics, such as creativity, independence, curiosity, and nationality.
 Keywords: character building, realistic mathematics learning, ethnomathematics. 
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Rocha, Helena. "Mathematical proof: from mathematics to school mathematics." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 377, no. 2140 (2019): 20180045. http://dx.doi.org/10.1098/rsta.2018.0045.
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Proof plays a central role in developing, establishing and communicating mathematical knowledge. Nevertheless, it is not such a central element in school mathematics. This article discusses some issues involving mathematical proof in school, intending to characterize the understanding of mathematical proof in school, its function and the meaning and relevance attributed to the notion of simple proof. The main conclusions suggest that the idea of addressing mathematical proof at all levels of school is a recent idea that is not yet fully implemented in schools. It requires an adaptation of the understanding of proof to the age of the students, reducing the level of formality and allowing the students to experience the different functions of proof and not only the function of verification. Among the different functions of proof, the function of explanation deserves special attention due to the illumination and empowerment that it can bring to the students and their learning. The way this function of proof relates to the notion of simple proof (and the related aesthetic issues) seems relevant enough to make it, in the future, a focus of attention for the teachers who address mathematical proof in the classroom. This article is part of the theme issue ‘The notion of ‘simple proof’ - Hilbert's 24th problem’.
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Trisnawati, Iis, Wulan Pratiwi, Puji Nurfauziah, and Rippi Maya. "ANALISIS KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA SMA KELAS XI PADA MATERI TRIGONOMETRI DI TINJAU DARI SELF CONFIDENCE." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 3 (2018): 383. http://dx.doi.org/10.22460/jpmi.v1i3.p383-394.
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The purpose of this study is to analyze mathematic creatively thinking and analyze students' difficulties in solving the problem of mathematical creative thinking on Trigonometric material in review of self confidence. The subjects of this study were students of class XI MAN Kota Cimahi that consists of 27 students. The method used in this research is descriptive method with qualitative approach. The stage of this research consists of five stages, including: filling self confidence, tests of mathematical creative thinking ability, interviews, analysze and take a conclusions. The results of the research showed that, when that self confidence affect the improvement of mathematical creative thinking in students. The higher self confidence in the students, the curiosity of students will be encouraged and will increase the ability of creative thinking mathematics. Otherwise, if the self confidence in students is lower, than the student's curiosity is less encouraged and this will have an impact to increase the ability to think creative mathematics.
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Cohen, Lainie. "Mathematics Contest Stimulates Students." Arithmetic Teacher 33, no. 1 (1985): 33–34. http://dx.doi.org/10.5951/at.33.1.0033.
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Picture children excitedly doing mathematical calculations because they want to, not because they have to do so. Does this sound impossible? It can be a reality when winning a mathematics contest is at stake. This article describes a mathematics contest, from conception to completion, that can serve as a model for others.
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Pasaribu, Joy Frandero Yoni Astra, and Louise M. Saija. "IMPROVEMENT OF MATHEMATICAL PROBLEM SOLVING ABILITIES USING MISSOURI MATHEMATICS PROJECT LEARNING MODEL." Abstract Proceedings International Scholars Conference 7, no. 1 (2019): 1539–49. http://dx.doi.org/10.35974/isc.v7i1.1161.
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Introduction: Mathematical problem solving ability is very important in mathematic learning, because is can help students to solve daily life problems better. But the students mathematical problem solve ability is not high yet, one of the factor is because many students only know the standard procedures of solving mathematics problems, and when the given problem are different from the examples they tend to give up easily. This comparative design study aims to find out the improvement of students mathematical problem solving ability using Missouri Mathematics Project (MMP) learning model with individual assignments and small group assignments, and to find out whether there are differences between those two. Method: The sample in this study was VII grade students at SMP Advent Cimindi and SMP Advent II Bandung, Bandung. The instruments used in the study are mathematical problem solving test and questionnaire for response toward the Missouri Mathematics Project (MMP) learning model as the non-test instrument. Result: The results showed that the improvement of mathematical problem solving abilities of students who obtained the Missouri Mathematics Project (MMP) learning model with individual assignments and students who obtained the Missouri Mathematics Project (MMP) learning model by assigning small groups was categorized as high. Statistically, there is a significant difference in the students mathematical problem solving improvement after being taught using Missouri Mathematics Project (MMP) learning model, between students who get individual assignments and small group assignments. The response questionnaire result shows that students who acquire individual assignments like the Missouri Mathematics Project (MMP) learning model, more further the students who acquire group assignments really like the Missouri Mathematics Project (MMP) learning model.
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Murtianto, Yanuar Hery, Sutrisno Sutrisno, Nizaruddin Nizaruddin, and Muhtarom Muhtarom. "EFFECT OF LEARNING USING MATHEMATICA SOFTWARE TOWARD MATHEMATICAL ABSTRACTION ABILITY, MOTIVATION, AND INDEPENDENCE OF STUDENTS IN ANALYTIC GEOMETRY." Infinity Journal 8, no. 2 (2019): 219. http://dx.doi.org/10.22460/infinity.v8i2.p219-228.
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Rapid development of technology for the past two decades has greatly influenced mathematic learning system. Mathematica software is one of the most advanced technology that helps learn math especially in Geometry. Therefore this research aims at investigating the effectiveness of analytic geometry learning by using Mathematica software on the mathematical abstraction ability, motivation, and independence of students. This research is a quantitative research with quasi-experimental method. The independent variable is learning media, meanwhile the dependent variables are students’ mathematical abstraction ability, motivation, and independence in learning. The population in this research was the third semester students of mathematics education program and the sample was selected using cluster random sampling. The samples of this research consisted of two distinct classes, with one class as the experimental class was treated using Mathematica software and the other is the control class was treated without using it. Data analyzed using multivariate, particularly Hotelling’s T2 test. The research findings indicated that learning using Mathematica software resulted in better mathematical abstraction ability, motivation, and independence of students, than that conventional learning in analytic geometry subject.
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Lesnussa, Yopi Andry. "Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia." Jurnal Aplikasi Multidisiplinari Filsafat dan Sains (JAMFAS) 1, no. 1 (2019): 001–6. http://dx.doi.org/10.30598/jamfasvol1iss1pp001-006y2018.
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Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning
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Jamiah, Yulis. "DISPOSISI MATEMATIS DAN PEMBELAJARAN MATEMATIKA HUMANIS BAGI MAHASISWA PENDIDIKAN MATEMATIKA." Jurnal Pendidikan Matematika dan IPA 9, no. 2 (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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WODWASKI, NADINE, and JAIME SINUTKO. "Medication Mathematics Competency and Confidence in Nursing Students." Michigan Academician 47, no. 1 (2020): 48–59. http://dx.doi.org/10.7245/0026-2005-47.1.48.
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ABSTRACT Confidence and competency with medication mathematics is imperative yet challenging for many in higher education with regard to the nursing profession. The researchers seek to understand if there is there a difference between the course grades of baccalaureate nursing students based upon the instructional methods of fully face-to-face as compared to fully online self-directed mathematic instruction. Grounded in a self-efficacy theoretical framework, self-directed learning (SDL) techniques were explored in this research piece as well as valuable faculty feedback as it relates to the SDL module. The results indicated that students were more successful with SDL or online mathematic instruction, in addition faculty scored the students as more confident in post mathematical education.
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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 (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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Trisnawati, Trisnawati, Rani Pratiwi, and Winia Waziana. "The effect of realistic mathematics education on student's mathematical communication ability." Malikussaleh Journal of Mathematics Learning (MJML) 1, no. 1 (2018): 31. http://dx.doi.org/10.29103/mjml.v1i1.741.
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This study aims to obtain a description of the application of Realistic Mathematic Education (RME) that can improve students' mathematical communication ability. The type of research used is a classroom action research that refers to the design of Kemmis and Mc.Taggart research they are planning, action, observation, and reflection. The results showed that Implementation of mathematics learning with Realistic Mathematics Education (RME) approach that can improve mathematical communication ability is a mathematics learning that has been done in accordance with RME characteristics, That is: use of real context (teacher presents a contextual problem and ask the student to understand the given problem). use of mathematical models (the students modeling by using props to solve problem), use of student production and construction in learning (the teacher gives opportunity to all students to solve the problem, and invite students to deliver the answer), existence of interaction (interaction occurs between teacher and students, and between student one with another), and the existence of integration (combines one unit of mathematics with other units also have integrated with other scientific fields).
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Apriliyani, Mila Nurul, Siti Kumawati, Utari Oktaviani, and Heny Nugroho. "Analysis Student’s Mathematical Connection Ability of Class XII MIPA SMA N 1 Ngawen on Statistical Material." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 589–94. http://dx.doi.org/10.14421/icse.v3.570.
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The material in mathematics relates to each other and also relates to daily life. Likewise with statistics is one of the materials on the subject of mathematics that also has a relationship with other sciences, and has been widely used in daily life. This research explains the ability of the mathematic connections of the grade XII students of MIPA SMA N 1 Ngawen on the statistical material. With the aim to know the student's mathematic connection ability. The methods used are qualitative descriptive with research instruments in the form of tests and interviews. The research subject consists of 10 students with an analysis model on this research based on its mathematical connection indicators. From this research gained ability on the indicator linking between concepts on a mathematical material and indicators linking between mathematical concepts with daily life belonging to the high, and low category for indicators The mathematical concept with other sciences.
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MANEA, Adelina-Loredana. "ABOUT THE TRAINING METHODS FOR OLYMPIC STUDENTS IN MATHEMATICS." Review of the Air Force Academy 18, no. 2 (2021): 49–56. http://dx.doi.org/10.19062/1842-9238.2020.18.2.5.
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This paper aims to find the best training method for students who wish to obtain performance in mathematics. School, special curricula for the gifted and self-instruction are just some of the methods students choose in order to achieve excellence in mathematics. This research aims to outline a general method for efficient student training, also taking into account the anxiety generated by mathematical competitions (Mathematical Anxiety). The study is based on the author's ten years’ experience in coordinating advanced mathematics training programs for students in Braşov, Romania.
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Kuswardi, Yemi, Budi Usodo, Sutopo Sutopo, Henny Ekana Chrisnawati, and Farida Nurhasanah. "Advanced Mathematic Thinking Ability Based on The Level of Student's Self-Trust in Learning Mathematic Discrete." Journal of Mathematics and Mathematics Education 10, no. 2 (2020): 12. http://dx.doi.org/10.20961/jmme.v10i2.47080.
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<p class="BodyAbstract">Mathematical thinking and self-confidence are indispensable aspects of learning mathematics and are influential in solving mathematical problems. In higher education mathematics learning, advanced mathematical thinking skills are required (Advance Mathematical Thinking. Advanced mathematical thinking processes include: 1) mathematical representation, 2) mathematical abstraction, 3) connecting mathematical representation and abstraction, 4) creative thinking, and 5) mathematical proof. Discrete mathematics is one of the courses in mathematics education FKIP UNS. The problems in Discrete Mathematics courses are usually presented in the form of contextual problems. Students often experience difficulties in making mathematical expressions and mathematical abstractions from these contextual problems. In addition, students also experience difficulties in bookkeeping. Most students often prove by using examples of some real problems. Even though proof in mathematics can be obtained by deductive thinking processes or inductive thinking processes, the truth is that mathematics cannot only come from the general assumption of inductive thinking. Based on this, a qualitative descriptive study was carried out which aims to determine the advanced mathematical thinking skills based on the level of student self-confidence. Research with the research subjects of FKIP UNS Mathematics Education Students in Discrete Mathematics learning for the 2019/2020 school year gave general results that the student's ability in advanced mathematical thinking was strongly influenced by the level of student confidence in learning. The higher the student's self-confidence level, the better the student's advanced mathematical thinking ability, so that high self-confidence has a great chance of being successful in solving math problems.</p>
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Cavey, Laurie O., and W. Ted Mahavier. "Seeing the Potential in Students' Questions." Mathematics Teacher 104, no. 2 (2010): 133–37. http://dx.doi.org/10.5951/mt.104.2.0133.
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Responding to students' questions is a critical part of teaching mathematics (Cavey, Whitenack, and Lovin 2006; NCTM 1991; Schifter 1996). A particular response may either stifle a student's inquiry or, ideally, stimulate his or her interest in mathematics. Although formulating responses that have the potential to engage students in developing new mathematical insights is challenging, we believe that this skill can be developed. We have found it helpful to view this challenge as a matter of recognizing the mathematics of a student's question—that is, the mathematics the student understands as well as the mathematics he or she may be ready to learn
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Cavey, Laurie O., and W. Ted Mahavier. "Seeing the Potential in Students' Questions." Mathematics Teacher 104, no. 2 (2010): 133–37. http://dx.doi.org/10.5951/mt.104.2.0133.
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Responding to students' questions is a critical part of teaching mathematics (Cavey, Whitenack, and Lovin 2006; NCTM 1991; Schifter 1996). A particular response may either stifle a student's inquiry or, ideally, stimulate his or her interest in mathematics. Although formulating responses that have the potential to engage students in developing new mathematical insights is challenging, we believe that this skill can be developed. We have found it helpful to view this challenge as a matter of recognizing the mathematics of a student's question—that is, the mathematics the student understands as well as the mathematics he or she may be ready to learn
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Tanu Wijaya, Tommy, Zhou Ying, and Aditya Purnama. "Using Hawgent Dynamic Mathematic Software in Teaching Trigonometry." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (2020): 215. http://dx.doi.org/10.3991/ijet.v15i10.13099.
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Learning media is a help assistant for students to understand mathematics concept. Sometimes textbooks are very boring and not interesting therefore an innovation using a technology based media is needed. This research aims to make a learning media to improve students’ ability on the topic of trigonometry. The learning process will use hawgent dynamic mathematic software as a mathematics learning media. The problems that we are going to find out through this research are 1) can developing a learning media such as hawgent dynamic mathematic software improve students’ mathematical ability? and 2) did the student show a positive response in the learning process when using hawgent dynamic mathematic software? This research will use the ADDIE method. The target of this research are 30 high school students. The instruments use for this research are the cognitive test, interview and observation. According to the research result, there is an improvement in the students’ mathematical ability for trigonometry when using hawgent dynamic mathematic software. This means that the implementation of hawgent dynamic mathematic software in the learning process is successful. Students are more active and enthusiastic in class. In conclusion, developing hawgent dynamic mathematic software can improve the students’ mathematical ability in trigonometry as students’ show positive response when the learning process is helped by hawgent.
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Fonna, Mutia, and Mursalin Mursalin. "Role of Self-Efficacy Toward Students’ Achievement in Mathematical Multiple Representation Ability (MMRA)." Jurnal Ilmiah Peuradeun 6, no. 1 (2018): 31. http://dx.doi.org/10.26811/peuradeun.v6i1.174.
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Various studies showed that there are some points which affect students’ achievement; one of them is mathematics self-efficacy. Self-efficacy is feeling, trust, and confidence of affective behavior of students toward their ability. In learning process, the students find obstacles in solving their problem such as relating one representation to another representation. Previous studies indicated that students’ achievement of mathematical representation ability have obstacles because the students did not understand relationship between concepts, ideas, and materials to be represented. The other studies claimed that the higher students’ self-efficacy, the higher mathematical multiple representation ability (MMRA). It means that self-efficacy has positive correlation with mathematic ability. This article will discuss about role of mathematics self-efficacy toward ability achievement of mathematical multiple representation ability (MMRA) in solving mathematics problem in order to increase students’ achievement.
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Widyatiningtyas, Reviandari, Yaya S. Kusumah, Utari Sumarmo, and Jozua Sabandar. "THE IMPACT OF PROBLEM-BASED LEARNING APPROACH TO SENIOR HIGH SCHOOL STUDENTS' MATHEMATICS CRITICAL THINKING ABILITY." Journal on Mathematics Education 6, no. 2 (2015): 107–16. http://dx.doi.org/10.22342/jme.6.2.2165.107-116.
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The study was report the findings of an only post-test control group research design and aims to analyze the influence of problem-based learning approach, school level, and students' prior mathematical ability to student's mathematics critical thinking ability. The research subjects were 140 grade ten senior high school students coming from excellent and moderate school level. The research instruments a set of mathematical critical thinking ability test, and the data were analyzed by using two ways ANOVA and t-test. The research found that the problem-based learning approach has significant impact to the ability of students' mathematics critical thinking in terms of school level and students' prior mathematical abilities. Furthermore. This research also found that there is no interaction between learning approach and school level, and learning approach and students' prior mathematics ability to students' mathematics critical thinking ability.Keywords: problem-based learning, mathematical critical thinking ability
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Liu, Shu Li. "Mathematical Literacy and College Mathematics Education." Advanced Materials Research 271-273 (July 2011): 1370–73. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1370.
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Mathematics, being an important part of human culture, plays a significant role in both spiritual life and material life of people. Mathematical literacy is one of the most basic scientific literacies, which is of far-reaching importance to cultivate mathematical literacy of students in college mathematics education. This paper elaborates the contents of mathematical literacy, discusses the necessity of cultivating mathematical literacy of college students, and proposes effective approaches of improving the literacy of college students.
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Kusaeri, Al, Habib Husnial Pardi, and Abdul Quddus. "Culture and mathematics learning: Identifying students’ mathematics connection." Beta: Jurnal Tadris Matematika 12, no. 1 (2019): 82–93. http://dx.doi.org/10.20414/betajtm.v12i1.264.
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[English]: Mathematics connection support students finding various possible strategies in problem-solving. Cultural products can be used as mathematical objects in learning. This article, part of a study that designed culture-based learning, aims to identify students' mathematics connection. Data was collected through a test given to 341 students and unstructured interviews of nine students selected based on the completion of the test, which fulfills mathematization steps. Data analysis began by classifying students’ answers based on mathematization, identifying mathematics connection of students according to mathematization, analyzing students’ mathematics connection, and drawing conclusions about mathematics connection and the constraints found. The results showed that students' mathematics connections include three categories, namely understanding connection, representation connection, and justification connection. Students with justification connection solved mathematical problems according to mathematization steps, from the identification of mathematical objects to formal mathematics. Meanwhile, students with understanding and representation connection solved their respective mathematical problems up to the concrete and formal stages. The findings reveal that culture-based mathematics learning provides space to understand students' mathematics connection. Further research is required to prove that it can be used to develop students' mathematics connection.
 Keywords: Mathematics learning, Culture, Mathematics connection
 [Bahasa]: Koneksi matematika mendukung siswa menemukan berbagai kemungkinan strategi dalam penyelesaian masalah. Produk budaya memungkinkan dapat dijadikan objek matematika dalam pembelajaran. Artikel ini merupakan bagian dari penelitian yang merancang desain pembelajaran berbasis budaya lokal yang bertujuan mengidentifikasi kemampuan koneksi matematika siswa. Data dikumpulkan melalui tes yang diberikan kepada 341 siswa dan wawancara tidak terstruktur terhadap 9 siswa yang dipilih berdasarkan penyelesaian tes sesuai proses matematisasi. Analisis data diawali dengan klasifikasi jawaban siswa berdasarkan tahapan matematisasi, identifikasi kemampuan koneksi matematika sesuai tahapan matematisasi, analisis kemampuan koneksi matematis, dan penarikan simpulan terkait kemampuan koneksi matematika serta kendala yang ditemukan. Hasil penelitian menunjukkan bahwa kemampuan koneksi matematika siswa meliputi tiga kategori yaitu koneksi pemahaman, koneksi representasi, dan koneksi justifikasi. Siswa dengan kemampuan koneksi justifikasi bisa menyelesaikan masalah matematika sesuai tahapan matematisasi, dari identifikasi objek matematika sampai matematika formal. Sementara itu, siswa yang memiliki kemampuan koneksi pemahaman dan representasi menyelesaikan masalah matematika masing-masing sampai pada tahap model kongkret dan model formal. Hasil penelitian menunjukkan bahwa pembelajaran berbasis budaya memberikan ruang untuk memahami kemampuan koneksi matematika siswa. Penelitian lebih lanjut dibutuhkan untuk menunjukkan pembelajaran berbasis budaya bisa digunakan untuk mengembangkan kemampuan koneksi matematika siswa.
 Kata Kunci: Pembelajaran matematika, Budaya, Koneksi matematika
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Gailey, Stavroula K. "The Mathematics-Children's-Literature Connection." Arithmetic Teacher 40, no. 5 (1993): 258–61. http://dx.doi.org/10.5951/at.40.5.0258.
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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) promotes mathematical power for all students so that they can function a informed citizens in a rapidly changing and technologically complex society. A way of working toward this goal is by investigating connections within mathematics and between mathematics and other instructional areas. The mathematic— children's-literature connection is examined in this article.
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O'Connor, Wendy E., and Todd G. Morrison. "Do remedial mathematics programmes improve students' mathematical ability." Studies in Educational Evaluation 23, no. 3 (1997): 201–7. http://dx.doi.org/10.1016/s0191-491x(97)00013-8.
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Gunawan, I., L. Nurhayati, Widjajani, and Budi Hendrawan. "Mathematical Proficiency Profile of Prospective Mathematics Teacher Students." Journal of Physics: Conference Series 1764, no. 1 (2021): 012109. http://dx.doi.org/10.1088/1742-6596/1764/1/012109.
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Malloy, Carol E. "Mathematics Projects Promote Students' Algebraic Thinking." Mathematics Teaching in the Middle School 2, no. 4 (1997): 282–88. http://dx.doi.org/10.5951/mtms.2.4.0282.
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Teachers in all curricular areas, especially science, have encouraged students to develop projects to extend their knowledge of specific phenomena. As middle school mathematics teachers grapple with methods to help students enhance algebraic thinking, they should consider the power of the mathematics project. My experiences with students have demonstrated that mathematics projects must be structured as investigations in which students work cooperatively and where the mathematics in the proj-ects is substantial. Projects can provide middle school students with the opportunity to investigate, conjecture, and reach mathematical conclusions that require algebraic thinking, as recommended in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). This article describes how various projects helped middle school students harness their experiences and construct mathematical conclusions through algebraic thinking Students employed algebraic thinking as they used number patterns and verbal rules to “explore the interrelationships of these representations” (NCTM 1989, 102) and reach conclusions in their projects.
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Bicer, Ali. "A Systematic Literature Review: Discipline-Specific and General Instructional Practices Fostering the Mathematical Creativity of Students." International Journal of Education in Mathematics, Science and Technology 9, no. 2 (2021): 252–81. http://dx.doi.org/10.46328/ijemst.1254.
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The purpose of this systematic review is to reveal the research findings that suggest instructional practices to foster the creativity of students in mathematics. Although several studies have investigated the effects of various instructional practices influencing the mathematical creativity of students, little is known about how the findings of this collective body of research contribute to the understanding of what instructional practices should be integrated into a mathematic classroom to further foster the mathematical creativity of students. In this systematic review, the knowledge of instructional practices that foster the mathematical creativity of students were categorized under two main factors including: 1) discipline-specific instructional practices and 2) general instructional practices. The discipline-specific instructional practices were problem-solving, problem-posing, open-ended questions, multiple solution tasks, tasks with more than one correct answer, modeling/model-eliciting activities, technology integration, extendable tasks, and emphasizing abstractness of mathematics. The general instructional practices were providing students with ample time to think creatively about real-world related mathematical problems in a judgment free and collaborative classroom environment so that they take risks to share their mathematical ideas and use informal words. Integrating all of these instructional practices into mathematics classrooms can provide opportunities for students to discover their potential creative abilities in mathematics.
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Hensberry, Karina K. R., Ian Whitacre, Kelly Findley, Jennifer Schellinger, and Mary Burr Wheeler. "Engaging Students with Mathematics through Play." Mathematics Teaching in the Middle School 24, no. 3 (2018): 179–83. http://dx.doi.org/10.5951/mathteacmiddscho.24.3.0179.
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Mathematics teaching that provides opportunities for play embodies many of the Mathematics Teaching Practices described in Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014). PhET interactive simulations (or sims), developed by the PhET Project at the University of Colorado Boulder (http://phet.colorado.edu), are freely available virtual tools that promote play and exploration in mathematics and science topics for K-16 students.
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Mumu, Jeinne, and Benidiktus Tanujaya. "Measure Reasoning Skill of Mathematics Students." International Journal of Higher Education 8, no. 6 (2019): 85. http://dx.doi.org/10.5430/ijhe.v8n6p85.
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The purpose of this research was to measure the reasoning skills of mathematics students using a test instrument developed from mathematics routine and non-routine task. The study used research and development method. Development of the instrument and measurement of mathematical reasoning skills using procedure: items preparation (modification task), expert validation, field testing, and data analysis. The field testing involves students of senior high school (SMA Negeri 1) and students of University of Papua, Manokwari West Papua Indonesia. The data analyzed through studying the students’ task solving, the transcripts of their work, interview after the test, identifying the specific task solving situations, and the arguments were supporting the strategy choice and strategy implementation. Result of research shows that student mathematical reasoning can be measured using the instrument test developed from the routine task and non-routine task. This research classifies the reasoning skills of mathematics students into two categories, imitative reasoning, and creative reasoning. Reasoning skills of mathematics students grouping results can be used by various interested institutions to evaluate the test using in mathematics instruction.
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Putra, Yudi Yunika, and Rajab Vebrian. "Pengembangan Soal Matematika Model PISA Konteks Kain Cual Bangka Belitung." Jurnal Cendekia : Jurnal Pendidikan Matematika 3, no. 2 (2019): 333–40. http://dx.doi.org/10.31004/cendekia.v3i2.114.
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This study aims to Produce PISA model mathematical problems context kain cual Bangka Belitung that meets valid, practical, and potential effect on students abilities mathematical literacy based on Basic Mathematics Ability. The subject of this research is students SMP Negeri 5 Pangkalpinang class IX.A is amounts 35 student. The research method uses design research type development study. Data were analyzed description based on criteria literacy mathematic ability based on Basic Mathematics Ability. Result this research is obtained a set of PISA mathematical problems Context kain cual Bangka Belitung is valid, practical, and potential effect on students abilities mathematical literacy. Valid obtained at stage expert review and one to one practicality is known in stages small group, and ability mathematic literacy based result analysis the answer students and questionnaire on field test stage. Based the result analysis is obtained developed problems have a potential effect on mathematical literacy abilities namely bring up the Basic Mathematical Ability.
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Kargar, Maryam, Rohani Ahmad Tarmizi, and Sahar Bayat. "Relationship between Mathematical Thinking, Mathematics Anxiety and Mathematics Attitudes among University Students." Procedia - Social and Behavioral Sciences 8 (2010): 537–42. http://dx.doi.org/10.1016/j.sbspro.2010.12.074.
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Foletta, Gina M. "Projects: Making Mathematics: Developing Mathematical Research Skills." Mathematics Teacher 94, no. 7 (2001): 622. http://dx.doi.org/10.5951/mt.94.7.0622.
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The Making Mathematics Project supports high school students—or small groups of students with a teacher—in their work on research projects in mathematics. This support is offered in the form of Web-based resources and online mentoring for secondary school students and their teachers.
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Bremigan, Elizabeth George. "Activites for Students: Dynamic Diagrams." Mathematics Teacher 94, no. 7 (2001): 566–74. http://dx.doi.org/10.5951/mt.94.7.0566.
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Reasoning with visual representations is an important component in solving many mathematical problems and in understanding many mathematical concepts and procedures. Students at all levels of mathematics frequently encounter visual representations—for example, diagrams, figures, and graphs—in discussions of mathematical ideas, in mathematics textbooks, and on tests. Teachers often use visual representations in the classroom when they present a mathematical problem, explain a problem's solution, or illustrate a mathematical concept. Although they frequently encounter and use visual representations in the mathematics classroom, neither teachers nor students may explicitly recognize the power of reasoning with visual representations or the potential for misconceptions that can arise from their use.
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Rahmawati, Novi, Sudiyanto Sudiyanto, and Idam Ragil Widianto Atmojo. "The Correlation between Mathematics Comprehension and Student’s Self-Efficacy on Fractional Mathematics Learning." JURNAL PENDIDIKAN DASAR 9, no. 1 (2021): 96–102. http://dx.doi.org/10.46368/jpd.v9i1.351.
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Abstract: In the process of teaching and learning mathematics, students usually have an anxiety. One of the anxieties faced by students of elementary schools is tend to hesitated in answering questions because of a lack by self-efficacy and mathematical comprehension. Therefore, this study aims to determine the correlation between mathematics comprehension and student’s self- efficacy on fractional mathematics learning. The method used in this research is a correlational design. The population is all second grade students in North Sumedang. The second grade student’s in the experimental classI (Panyingkiran III Elementary School) and class II (Sukamaju Elementary School) as the research samples. Normality test used by Kolmogorov-Smirnov and correlation test used by Spearman's rho. The results of this research are: 1) There are positive correlation between the mathematics comprehension and student’s self-efficacy on fractional mathematics learning and 2) there are similarities in characteristics between student's of mathematics comprehension and student self-efficacy, so that 28.09% of the variation in achievement students' mathematics comprehension can be influenced by students' self- efficacy. Keywords: Mathematics Comprehension, Self-Efficacy, and Fractional Mathematics Learning.
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Crawford, K., S. Gordon, J. Nicholas, and M. Prosser. "University mathematics students' conceptions of mathematics." Studies in Higher Education 23, no. 1 (1998): 87–94. http://dx.doi.org/10.1080/03075079812331380512.
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Tjalla, Awaluddin, and Maria Fransiska Putriyani. "Mathematics Metacognitive Skills of Papua’s Students in Solving Mathematics Problems." Asian Social Science 14, no. 7 (2018): 14. http://dx.doi.org/10.5539/ass.v14n7p14.
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This research focuses on the analysis of mathematics metacognitive skills of Papua’s students in School of Indonesian Children in solving mathematics learning problems. The research was conducted to provide a good quality education for Papuan students, so the research start the research from the metacognitive skills especially in mathematics. The respondents of the research are 6 students from grade VII in School of Indonesian Children. Those respondents are represent of higher mathematical ability, medium mathematical ability, and lower mathematical ability. The research used descriptive qualitative research method. Data collection procedures used in this research was in-depth interview and participant observation as well as documents related to metacognitive process in solving the problems in learning mathematics. The in-depth interview was with the respondents, the Principal, the mathematical teacher and the Character Building teacher. For documents related to metacognitive process in solving the problems in learning mathematics such as the result national exam in elementary, the result daily test of math, the result of quiz or homework. In general, the students in Papua were lack of mathematics metacognitive ability such as, lack of cognitive knowledge and cognitive regulation, sometimes they cannot perform the activities that reflects conscious metacognitive such as mathematics problem solving. The research result indicates that the structure metacognitive ability of students in Papua influences their problem solving ability in learning mathematics. This metacognitive ability is also influenced by the fact that it becomes their characteristics background as respondents from Papua.
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Reic-Ercegovac, Ina, Morana Koludrovic, and Irena Misurac. "The contribution of the mathematics self-concept and subjective value of mathematics to mathematical achievement." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 162–97. http://dx.doi.org/10.2298/zipi1901162r.
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The aim of this study was to examine the performance of different age groups of students in mathematical achievement, i.e. in solving mathematical problem tasks and mathematical school grades. Furthermore, the study aimed to investigate the contribution of the mathematics self-concept and subjective value of Mathematics to explain individual differences in solving mathematical problem tasks and school achievement in Mathematics. A total of 780 participants took part in the study. The results show that with age school achievement in Mathematics decreases, as well as Mathematics self-concept and students? subjective value of Mathematics. On the other hand, older students are more successful in solving mathematical problem tasks. However, the performance in mathematical problem solving was relatively poor throughout the sample. Although female students had better grades, there were no significant gender differences in relation to solving problem tasks or mathematical self-concept and the subjective value of Mathematics. Younger students, in comparison to older ones, assessed their mathematical abilities higher, were more interested in Mathematics and evaluated it as more useful. The only commonly important predictors of both problem solving tasks and most frequent grade in Mathematics were age and the self-assessment of mathematical abilities.
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Prahmana, Rully Charitas Indra, Tri Sutanti, Aji Prasetya Wibawa, and Ahmad Muhammad Diponegoro. "MATHEMATICAL ANXIETY AMONG ENGINEERING STUDENTS." Infinity Journal 8, no. 2 (2019): 179. http://dx.doi.org/10.22460/infinity.v8i2.p179-188.
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Mathematical anxiety has a negative relationship with mathematics performance and achievement. Further explained, mathematics anxiety has an indirect effect on mathematics performance. This research explores sources or factors related to mathematics anxiety among engineering students at a private university in Indonesia. A total of 47 engineering students participated in this survey that randomly chosen based on gender, major, and age. Two main factors are affecting the mathematics anxiety of engineering students, namely internal and external factors. The results show that mathematics anxiety among engineering students is manifested into three aspects. Firstly, the home aspects are talking about the influence of parents and sibling. Secondly, society's issues are discussing self-efficacy, social reinforcement to hate mathematics, and social stereotypes. Lastly, the classroom aspects are talking about the traditional mathematics learning process and classroom culture, namely the experience of learning mathematics in classrooms and relationships between friends during learning. The details of the statements under the aspects also highlight unique problems and are not covered by previous research in mathematical anxiety. Next, differences in mathematics anxiety by gender and faculty were examined.
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Sangpom, Wasukree, Nisara Suthisung, Yanin Kongthip, and Maitree Inprasitha. "Advanced Mathematical Thinking and Students’ Mathematical Learning: Reflection from Students’ Problem-Solving in Mathematics Classroom." Journal of Education and Learning 5, no. 3 (2016): 72. http://dx.doi.org/10.5539/jel.v5n3p72.
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<p>Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students’ inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In order to overcome this learning deficit, it is necessary that the concept of “reflection” be implemented in the teaching of this subject. It is believed that the adoption of this teaching concept will allow students to learn mathematics by themselves. This article is aimed at presenting mathematical problem-solving of undergraduate students on Calculus I. Concrete problems were assigned to students to participate, to improve students’ way of mathematical thinking, and to encourage the students’ mathematical learning and advanced mathematical thinking. The study was a qualitative research project conducted with first-year undergraduate students of Rajamangala University of Technology Phra Nakhon who had enrolled for Calculus I. Data were collected from interviews and field notes, along with video recordings. Findings showed that students succeeded in solving mathematical problems from simple to complex levels and using the subject fundamentals to connect to several methods of higher levels of thinking. Students also created effective means of problem-solving and applied these concepts to solve new problems.</p>
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Berry, Stephanie M. "Students Realize Mathematics Is Everywhere!" Teaching Children Mathematics 9, no. 1 (2002): 8–15. http://dx.doi.org/10.5951/tcm.9.1.0008.
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When I announced to my fifth-grade students that the books they created would be on display at the local Barnes & Noble bookstore, their faces glowed and their mouths opened wide. I could see that the students felt a sense of accomplishment and pride in their work; I even heard a few cheers! Only a few months earlier, many children would not have believed me when I said that mathematics is everywhere. Children do not usually recognize the significance of mathematics in their daily lives. Instead of letting children continue to see mathematics as an unnecessary chore and to be afraid of it, I decided to create a project that would encourage them to explore mathematical concepts and skills and, at the same time, realize how useful they really are.
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Iljazi, Teuta. "PEDAGOGICAL PRACTICE AS A LINK FOR CONNECTING THEORY AND PRACTICE IN TEACHING ELEMENTARY MATHEMATICS." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (2019): 1905–10. http://dx.doi.org/10.35120/kij31061905i.
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Mathematics as a subject has been taught since the early years of the education. Elementary school teachers take great responsibility to teach this difficult, abstract, but sometimes boring subject. Hypothetically privilege of understanding this subject is a certain number of students. Teachers not only need to be a professional of the subject, but at the same time they must be artists also. This requires much work, patience, determination, and much love for children and the profession. Students of the Pedagogy Faculty of University of Tetovo are getting prepared for teaching Mathematics in elementary schoolsfirst in the theoretical part and then in the practical part. Pedagogical practice is realized in elementary schools, observing Mathematic teaching by teachers with experience and realizations of Mathematics classes by students themselves. Mathematical observations enable students to benefit from the experience of other teachers. This observation develops students observation skills, develops communication skills with colleagues of the same profession. Observation also makes it possible for students to observe application in practice of knowledge in the pedagogical content. This research evaluates the impact of Mathematic teaching practice on Pedagogy Faculty students of Tetova University. Questionnaire collects data of 46 students. Results showes that PedagoyFacullty students benefited greatly from participating in Mathematics teaching practice because they were able to build proper confidence and competence in lesson preparation and developed skills and attitude of a teacher during the practice. It was also revealed that teaching practice helps students to learn how to participate in school activities. This study proves (Pearson coefficient) the hypothesis that students’ opinion is not depended by students general success and students’ Mathematics success. According the hypothesis Mathematics teaching practice benefits all students and it should be practiced without hesitation in the subject Didactics of Teaching Mathematics as well as in other subjects where didactic theories are studied.
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Lawson, Michael J., and Donald N. Rice. "Thinking Aloud: Analysing Students' Mathematics Performance." School Psychology International 8, no. 4 (1987): 233–44. http://dx.doi.org/10.1177/014303438700800404.
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Psychologists, teachers and researchers have a common interest in understanding how students solve mathematics problems. We want, and need, to understand how solutions to problems are developed so that interactions with both successful and unsuccessful problem-solvers can become more effective. In order to build a more sophisticated understanding of problem-solving we must consider a number of major factors — the instructional setting, the nature of the problem-solver, the resources available, the structure of the mathematical content and the student's understanding of that, and the processes used in the solution. Also needed is a technique for identifying those processes in samples of students' mathematics performance. What we learn from using the technique influences the design of future instruction.
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Sonia, Rahmita, Alizamar Alizamar, Alwen Bentri, and Febri Wandha Putra. "Rasch Analysis: Students' Mathematics Anxiety and Symptoms." Jurnal Aplikasi IPTEK Indonesia 4, no. 1 (2020): 12–18. http://dx.doi.org/10.24036/4.14342.
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Ideally students follow mathematics learning effectively without any disturbance. But the phenomenon that is happening is that there are students who experience anxiety about mathematics, which causes students to not be able to follow mathematics learning effectively. The purpose of this study is to describe the level of mathematics anxiety experienced by students as a whole and also based on the aspects studied. This study involved 32 students in class XII consisting of 18 female students and 14 male students. The instrument used in this research in the form of a questionnaire containing statements about mathematical anxiety equipped with a Likert scale model. Data analysis using frequency distribution techniques and Rasch Model analysis. The results of the analysis of research data indicate that some students experience mathematical anxiety. In addition, the results of data analysis also showed that there were differences in anxiety between female students and male students both overall and based on aspects of the mathematics anxiety studied.
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Hrytsiuk, O. "СИСТЕМИ КОМП’ЮТЕРНОЇ МАТЕМАТИКИ ЯК ЗАСІБ ФОРМУВАННЯ МАТЕМАТИЧНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ У ПРОЦЕСІ НАВЧАННЯ ВИЩОЇ МАТЕМАТИКИ". Transactions of Kremenchuk Mykhailo Ostrohradskyi National University 3 (28 червня 2019): 11–18. http://dx.doi.org/10.30929/1995-0519.2019.3.11-18.
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Puspitawati, Vincentia Septi, and Georgius Rocki Agasi. "PENGGUNAAN MATEMATIKA REALISTIK UNTUK MENINGKATKAN DISPOSISI MATEMATIS SISWA SMP." KALAMATIKA Jurnal Pendidikan Matematika 2, no. 2 (2017): 147. http://dx.doi.org/10.22236/kalamatika.vol2no2.2017pp147-158.
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The problem of mathematics learning often happens in mathematics teaching that seems far from the real problem. Realistic mathematics learning can help students to understand about mathematics concepts that abstract for them. If the teachers use real context in mathematics learning, students will be more attracted and interested. The purpose of this research is to look at the effect of realistic mathematics learning towards student's mathematical disposition. The method of this research is descriptive quantitative. The subjects were 35 students of SMP N 14 Yogyakarta grade 7 and this research held in one month. The instrument is students' mathematical disposition scale questionnaire. The students fill the questionnaire before and after they are given a treatment. The result of the questionnaire was analyzed using descriptive statistics, by looking at the average before and after treatment and categorized according to the average value. Based on the results of the descriptive statistical analysis showed that an average of students’ mathematical disposition has increased. The average value of students in pre-treatment is 96.02 with the medium category and then after treatment is given to the 109.44 with the high category
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Knuth, Eric J., and Rebekah L. Elliott. "Characterizing Students’ Understandings of Mathematical Proof." Mathematics Teacher 91, no. 8 (1998): 714–17. http://dx.doi.org/10.5951/mt.91.8.0714.
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For many secondary-level mathematics teachers and students, the notion of mathematical proof often conjures up images of mathematical rigor in the form of two-column proofs. Yet in recent years, many mathematics educators have been reexamining the nature of mathematical proof in the secondary curriculum.