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Journal articles on the topic 'Mathematics students'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

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 edu

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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 exper

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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 m

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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

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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

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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 i

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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 a

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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 mat

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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 t

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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 SD

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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 Un

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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

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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

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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. Th

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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

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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

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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

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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 st

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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 im

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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 stude

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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, co

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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 ins

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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’ tas

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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 Be

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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 representati

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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

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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 qual

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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

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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

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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 them

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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,

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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 el

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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

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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 stat

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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

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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.

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