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A, Pius, P. Agashi, and Stephen Yusuf. "THE ROLE OF COMPUTER GAMES IN ENHANCING PRIMARY SCHOOL STUDENTS ATTITUDE TOWARDS MATHEMATICS." International Journal of Advanced Research 9, no. 10 (October 31, 2021): 1093–99. http://dx.doi.org/10.21474/ijar01/13655.
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Numerous research findings have applauded the integration of technology in the classroom especially in mathematic to develops positive attitudes. The advancements in technology may provide a better opportunity to impact mathematical literacy and skills on young learners. Perhaps, attitudes towards mathematics are declining in recent years. The study aimed to enhance the students attitude toward learning mathematics by using games app embedded in computer software used as an instrument to teach the subject. A total of ninety-one primary school students drawn from different primary schools in the Kogi state participated in the study. The study adopted a quasi-experimental pre-test, post-test study design. The result revealed that the computer game influenced the respondents attitude towards mathematics at MD = 13.65 (95% CI, 8.91 to 16.17), t (88) = 6.328, p = .001. Thus, the study concludes that computer game is an indispensable tool in impacting positive attitudes towards mathematics, especially among the primary school students. The recommendations are discussed.
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Wewe, Melkior. "THE EFFECT OF PROBLEM BASED LEARNING MODEL AND MATHEMATIC-LOGICAL INTELLIGENCE TOWARD MATHEMATICS LEARNING ACHIEVEMENT." Journal of Education Technology 1, no. 1 (May 3, 2017): 13. http://dx.doi.org/10.23887/jet.v1i1.10079.
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This study aims to find out the difference between the model of problem-based learning and the mathematical-logical intelligence towards mathematics learning achievement. This study is a true experimental with specific design of post-test only control group design. The population of this study are all fourth grade students of primary schools in Bajawa sub district. Meanwhile, the sample in this study is determined through random sampling. The result of analysis, it is gained that the learning achievement which used problem based learning model is higher than the mathematics learning achievement of the students with the conventional learning technique. The calculation from two ways ANAVA results in Fobs 1.793 with sig = 0.184, there is no significant effect of learning interaction model and mathematic-logical intelligence. Since there is no interaction, it also means that there is no significant effect of problem based learning collaborated with mathematic-logical intelligence to the students’ learning achievement.
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Wijaya, Tommy Tanu, Zhou Ying, and Aditya Purnama. "The Empirical Research Of Hawgent Dynamic Mathematics Technology Integrated Into Teaching Fraction In Primary School." Jurnal Cendekia : Jurnal Pendidikan Matematika 4, no. 1 (February 26, 2020): 144–50. http://dx.doi.org/10.31004/cendekia.v4i1.174.
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STEAM education that is under ICT has become an upsurge in the international education of research and practice. Due to this, there is a wide application of information technology that has a profound impact to mathematics education. Based on the multiple representation of mathematics, this research aims to test the effectiveness of Hawgent dynamic mathematic software in teaching mathematics to primary students. The sample of this study are all the primary students in Bandung and this research uses the test and non-test method. The test method is a quantitative test to know the students’ mathematical understanding ability when using Hawgent and traditional teaching method. The data collected from the test method would be the post-test scores and the scores are both from the experimental and controlled class. The data will then be process by using SPSS 22 and Microsoft Excel. The data is then analyzed by using the t-test statistic. The result of this study concludes that the students’ understanding ability whose learning are supported by Hawgent are better than whose learning are using the traditional teaching method.
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Buchori, Achmad, and Nyai Cintang. "The Influence of Powtoon-Assisted Group to Group Exchange and Powtoon-Assisted Talking Chips Learning Models in Primary Schools." International Journal of Evaluation and Research in Education (IJERE) 7, no. 3 (September 1, 2018): 221. http://dx.doi.org/10.11591/ijere.v7i3.14378.
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<span>The element of creativity in learning mathematics in elementary school is lack of attention. Whereas, in solving the mathematic problem, creative thinking and ideas are needed in formulating and solving mathematical models of mathematic problems. Creative thoughts and ideas will emerge and develop if the process of learning mathematics in the classroom uses appropriate learning approach. The purpose of this study is to determine the influence of students' mathematical creative thinking ability on Powtoon-Assisted Group to Group Exchange and Talking Chips learning models to students' creative thinking ability. This research is a correlative quantitative research. The population was all the sixth grade students of Pedurungan Tengah 1 State Primary School in Semarang. The samples were class VI C (experiment 1), VI D (experiment 2), and VI B (control). The data were obtained from a post-test with open-ended answers. The analysis result of Anava test indicated that there was a difference on the mean of students' creative thinking ability in those three classes. Based on the Scheffe Test calculation, students' mathematical creative thinking ability with GGE model was better than the class with conventional learning model. Another result of Scheffe Test calculation indicated that students' mathematical creative thinking ability with Talking Chips model was better than the class with conventional learning. In addition, the Simple Linear Regression equation in both classes with GGE and Talking Chips models resulted in positive value equation. It could be concluded that Powtoon-Assisted Group to Group Exchange and Talking Chips learning models have a positive influence on students' creative thinking ability.</span>
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Adeleke, G. A., and P. O. Jegede. "Comparative Effects of ICT-Integrated Learning Strategies on Spatial Reasoning Skills Among Nigerian Lower Primary School Pupils." European Journal of Education 3, no. 1 (January 1, 2020): 31. http://dx.doi.org/10.26417/ejed.v3i1.p31-35.
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The study investigated the reported regressive performances of students in spatial reasoning concepts with a view to promote early spatial reasoning of lower primary school pupils across ability levels and sex. Non-equivalent experimental research design was employed. A hundred and five (105) pupils in four intact classes were exposed to six weeks intervention and subsequently post-tested. Data collected were analyzed using Analysis of Covariance. The study found significant effect of treatment on the performance of study participants in the ICT-integrated Think-Pair-Share treatment group. No significant interactive effect of ability was found though, the pupils of low-ability group benefitted more from the intervention (M = 12.32, 11.07; SD = 2.86, 2.98). There was no significant different of intervention between boys and girls across strategies and abilities. The study concluded that, while ICT-integrated learning strategies could improve output in spatial concepts of pupils at the primary school level, performances on the basis of sex-groups and ability groups have no significant interaction effect on the learners of spatial reasoning. Keywords: performance, spatial reasoning, treatment, strategies, ability group, think-pair-share, concrete-representation-abstract, learners’-self-controlled.INTRODUCTIONEarly graft of mathematic ability has been ascertained to predict later mathematical achievement and related endeavors in life [6]. Hence, the promotion of early mathematic competency is of critical importance. Established link between spatial ability and mathematics in early childhood by neuropsychological and brain imaging studies and behavioral evidences potent that math performance can be improved with spatial reasoning. Nigeria’s experience in local, national and international examinations show dwindling performances of examinees traceable to substantiated inefficient score in spatial reasoning items consistently featured [5, 1] in such standardized examinations. This was interpreted to mean that, children understanding of space pattern is necessary and demanded by the curriculum. The advent of information and communication technology (ICT) eulogized as potentially powerful and enabling tool for education change and reform is hereby engaged in learning delivery for comparative analysis of performance in learning spatial concepts among primary school pupils. METHODOLOGYNon-equivalent pretest, posttest and control group research design was adopted. The population consisted of 357,533 pupils’ enrolled in 1, 378 primary schools in Osun State (Daily Independent, 2013) characterized with male and female learners of varied academic abilities. Study sample was eked out using purposive and multi-stage sampling techniques. Primary III class was purposively selected based on the learners' age (6 – 8 years) limit in early childhood. Four schools with 105 intact class pupils were multi-stage sampled in the three major towns of the state considering available facilities for the study. Research instruments included Spatial Reasoning for Children (SpatReC), an interactive, multimedia package designed using C-Sharp (C#) programming language and follows the taxonomy based on Benjamin Blooms’ principles as revised by Anderson and Krathwohl in [8]; and Spatial Reasoning Test (SRT) used for pretest and posttest. Instruments, in a previous study [1] were adjudged validity and reliable. Learners in their intact classes were randomly assigned to study conditions namely; the three experimental groups and the one control group; three levels of cognitive ability groups - high, medium and low; and two sex groups - male and female. The intervention took forty minutes of Mathematics periods for three days in a week and six weeks in each of the schools excluding tests. ANALYSIS:Tests for significant interaction effect of treatment on groups were conducted. Result shows the test of equality of means to be significantly equal (t = 2.003, p - 0.05) in favor of equal variance assumed. The study’s subjects were thus adjudged to be reliably homogeneous (Table 1).Table 1: Test for Difference in the Participating group’s Post-test Scorest-test for Equality of MeanstdfSig.(2-tailed)Mean DifferenceStd. Error Difference95% Confidence Interval of the DifferenceLowerUpperEqual variances assumed2.003103.0481.253.626.0122.494Furthermore, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance using their experimental groups as the differentiating variable and the pre-test scores as the covariate to remove the possible effect of previous learning and other confounds. The result showed significant difference in the post-test scores (F = 2.934, p - .05). It also showed from the table that, the R-squared value was 0.080 and the Adjusted R squared value stood at 0.053. This can be interpreted to mean that the maximum variance in the post test score is quite small. So other possible factors which might explain the difference in the post test scores and interact with the effectiveness of the learning strategies were sought after (Table 2).Table 2:Post-Test of Difference of Treatments Tests of Between-Subjects Effects - Dependent Variable: post test scoreSourceType III Sumof SquaresDfMean SquareFSig.Corrected Model96.677a332.2262.934.037Intercept34388.204134388.2043131.034.000GRP96.677332.2262.934.037R Squared = .080 (Adjusted R Squared = .053)The source of difference was located between the CRTL group and the CRA group (Table 3). It can be concluded that there exists significant difference among the learning strategies in improving performances.Table 3: Multiple Comparisons Post hoc TestDependent Variable: post-test score Tukey HSD(I) Treatment(J) TreatmentMean Difference(I-J)Std. ErrorSig.95% Confidence IntervalLower BoundUpper BoundCTRLTPS.413.924.970-2.002.83LSC.514.960.950-1.993.02CRA2.514*.960.049.015.02* The mean difference is significant at the 0.05 level.Would there be any interactive effect of intervention between various academic ability pupils by virtue of learning strategies? To answer this question, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance. Result shown in Table 4 revealed that there is no significant interaction effect of experimental groupings and ability levels on the post-test scores (F = 1.440, p > .05). In this stance therefore, the research question is answerable in the negative.Table 4: Test of Difference of Treatment and Ability in Post-test Tests of Between-Subjects Effects Dependent Variable: post test scoreSourceType III Sum of SquaresDfMean SquareFSig.Corrected Model113.502a716.2151.440.198Intercept28102.188128102.1882495.206.000GRP * ability113.502716.2151.440.198a. R Squared = .094 (Adjusted R Squared = .029)Lastly, could any difference in performance result from variation in sexes? Despite the slight differences in group sizes, no significant difference in the performance on the basis of sex-groups (value = 0.186, > 0.05) was found. It as well showed that, there was no significant interaction found between groups and sex in describing performance of pupils in spatial reasoning (F = 0.030, p > 0.05) (Table5).Table 5: Test of Difference on Post-test in Treatment / Sex Groups DescriptivePost test scoreNMeanStd. DeviationStd. Error95% Confidence Interval for MeanMin.Max.dffsigLower BoundUpper BoundMale4118.153.190.49817.1419.1511281.030.862Female6418.273.560.44517.3819.151226103Total10518.223.405.33217.5618.881128104DISCUSSION - CONCLUSION:The application of ICT unto learning strategies was with a view to improve performance in spatial concepts in pupils of low and high ability at the primary school level. Notable results included significant effect of treatment on performance at the removal of possible effect of previous learning and other confounds. This discovery agrees with [3] whose study established that particular intervention in the experimental group might increase learner’s motivation and in turn lead to higher achievement levels for learners in the experimental group than for those in the control group. [2, 4] also found particular learning strategies - conceptual learning strategy and online tool substantially increasing math performance growth in separate studies. Ability levels’ effect on academic achievement as investigated indicated no significance in the post-test scores even after controlling for the previous learning through the pre-test. This result was at variance to [7] study on game-based learning (GBL) which found that, many students with low confidence toward learning mathematics can be restored and improve their confidence toward mathematics. Conclusively, performances on the basis of sex-groups and ability groups have no significant interaction found between ICT-integrated strategy learners of spatial reasoning. REFERENCES Adeleke, A. G. (2015) Comparative Effectiveness of ICT-Integrated Learners’-Self-Controlled, Concrete-Representational-and Think-Pair-Share Strategies in Enhancing Spatial reasoning Skills of Primary School Pupils in Osun State. A Doctoral Dissertation Submitted to Postgraduate College, Obafemi Awolowo University, Ile-Ife, Nigeria. Adeleke, M. A. (2007) Strategic Improvement of Mathematical Problem-solving Performance of Secondary School Students using Procedural and Conceptual Learning Strategies. Educational Research and Review Vol. 2 (9), pp.259-263. Alrabai, F. (2014) The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement. Applied Linguistics. 2014 Oxford University Press.Haelermans, C. - Ghysels, J. (2014) The Effect of an Individualized Online Practice Tool on Math Performance - Evidence from a Randomized Field Experiment.Jegede, P. O., Adelodun, O. A. - Okoli, B. C. (1998) Evaluation of Test Characteristics of UME Mathematics Items in the Context of Bloom’s Taxonomic Categories. Journal of Creativity in Teaching for the Acquisition and Dissemination of Effective Learning (CITADEL) Vol.3 (6) pp.233-241.Krajewski, K - Schneider, W. (2009) Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513-526. Ku, O., Chen, S.-Y., Wu, D.-H., Lao, A.-C.-C., - Chan, T.-W. (2014). The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability. Educational Technology - Society, 17 (3), 65–78.Wilson, L. O. (2013) Understanding the New Version of Bloom’s Taxonomy - A succinct discussion of the revisions of Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively. Available at http://www4.uwsp.edu/education/ lwilson/curric/newtaxonomy.htm
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Putri, Hafiziani Eka, Erna Suwangsih, Puji Rahayu, Gia Nikawanti, Elfriyani Enzelina, and Mukhamad Ady Wahyudy. "Influence of Concrete-Pictorial-Abstract (CPA) Approach on the Enhancement of Primary School Students’ Mathematical Reasoning Ability." Mimbar Sekolah Dasar 7, no. 1 (April 26, 2020): 119–32. http://dx.doi.org/10.17509/mimbar-sd.v7i1.22574.
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This research is motivated by the importance of mathematical reasoning abilities for primary school students. This research aims at looking at the effect of the Concrete-Pictorial-Abstract (CPA) approach on the enhancement of mathematical reasoning abilities of primary school students. This research method is a quasi-experiment with pre-test and post-test control group design in Mathematics subjects with the theme of data presentation. The research sample consisted of 121 fifth grade students in two primary schools in Bekasi Regency. The test and non-test instruments were involved in this research. The results revealed that there wasthe influence between the CPA approach and students' mathematical reasoning abilities, and the achievement and enhancement of mathematical reasoning abilities of students who got learning with the CPA approach werebetter than students who got conventional learning based on all student review and a category of Prior Mathematical Ability (PMA) high, moderate and low. In conclusion, the mathematical reasoning ability of primary school students can be improved by applying the CPA approach.
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Lane, Ciara, Martin Stynes, and John O’Donoghue. "The image of mathematics held by Irish post-primary students." International Journal of Mathematical Education in Science and Technology 45, no. 6 (February 24, 2014): 879–91. http://dx.doi.org/10.1080/0020739x.2014.884648.
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Lane, Ciara, Martin Stynes, and John O'Donoghue. "Post-primary students’ images of mathematics: findings from a survey of Irish ordinary level mathematics students." International Journal of Mathematical Education in Science and Technology 47, no. 7 (May 9, 2016): 1009–27. http://dx.doi.org/10.1080/0020739x.2016.1170899.
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Hajdeu, Mihaela. "Motivation for Studying Mathematics of the Students in Post-secondary Technical Vocational Education – Future Primary School Teachers in the Republic of Moldova." Labor et Educatio 9 (December 31, 2021): 185–95. http://dx.doi.org/10.4467/25439561le.21.012.15366.
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Mathematics is the universal compartment through which both the study and the discovery of the surrounding environment take place. At the same time, mathematics is the academic discipline through which the formation of logical and practical thinking is pursued, so for the students of pedagogical specialties this discipline is an abstract science about which students know only what they have learned in gymnasium. Therefore, the motivation and professional orientation for studying mathematics are necessary, allowing in this context the application of mathematical knowledge and skills acquired in practical activities. This article thoroughly analyses the concept of motivation, but also addresses the motivation issue of the students in post-secondary technical vocational education – future primary school teachers in the Republic of Moldova. At the same time, the problematic aspects of the professional training process of future primary school teachers are determined.
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Kliziene, Irina, Grazina Taujanskiene, Aldona Augustiniene, Berita Simonaitiene, and Gintautas Cibulskas. "The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children." Sustainability 13, no. 4 (February 19, 2021): 2268. http://dx.doi.org/10.3390/su13042268.
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The modern teaching/learning environment is, like never before, rich with digital teaching/learning technologies and tools that are becoming part of children’s daily lives. Background: In Lithuania, virtual teaching/learning platforms (environments for mathematics, knowledge of nature, history, and language practice) in primary education became more widely used approximately three years ago after the implementation and application of the virtual teaching/learning platform EDUKA. The purpose of this study was to establish the effect of the virtual teaching/learning platform EDUKA on the learning outcomes of primary-grade students in the subject of mathematics. Methods: In this study, a pre-test/middle-test/post-test experimental strategy was used to avoid any disruption of educational activities due to the random selection of children in each group. Mathematical diagnostic progress tests (MDPTs) are an objective way to measure skills and abilities. The MDPTs were divided into two sections: the tasks were allocated according to performance levels and the content, as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on the primary school children’s performance (i.e., unsatisfactory, satisfactory, basic, and advanced). Results: An analysis of the results of the MDPTs showed that, across the seven possible tasks, both male and female seven-year-old children achieved satisfactory results (results were observed between groups) (post-test: control gathering (CG) 5.10; test gathering (EG) 5.04; p = 0.560), basic results (post-test: CG 6.28; EG 6.42; p = 0.630), and advanced results (post-test: CG 1.90; EG 2.27; p = 0.025). The differences between the pre-test and post-test advanced (p = 0.038) and the pre-test and post-test basic (p = 0.018) levels were found to increase. Conclusions: It was found that intensively integrating the virtual learning platform EDUKA into formal education—specifically in the subject of mathematics—had a significant impact on primary school children’s mathematical performance. In addition, after the experiment, a statistically significant difference was found (p < 0.05) in primary school children with higher levels. The intervention in the experimental group (i.e., integration of the virtual learning platform into the formal mathematics learning process) had a positive impact on access to mathematics. Students’ math learning achievements were positive in progressive mathematics.
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Sopiyah, Juntika Nurikhsan, and Anne Hafina. "Efektivitas Teknik Konseling Cognitive Behavioral untuk Meningkatkan Self-Efficacy Siswa pada Pelajaran Matematika." Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara 11, no. 2 (January 6, 2020): 102–24. http://dx.doi.org/10.37640/jip.v11i2.128.
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This paper discusses the effect of CBT in improving students’ low self-efficacy on mathematics. Method being used was quantitative as well as single subject approach with A-B design. The target group being used were students of XI-MIA class. Results of research indicated that CBT was effectively improved students’ self-efficacy on mathematics. Students’ self-efficacy of post intervention was higher than pre intervention of CBT for each single subject of study. The authors recommended for the counseling teachers to use CBT as one of the techniques to improve students’ self-efficacy on mathematics. The teacher of mathematics were also expected not only delivered mathematical contents, but also are expected to strengthen students’ beliefs and self-efficacy on mathematics. For the following researchers, we would like to suggest to enlarge subjects not only for senior secondary classroom, but also for junior high school and primary school classroom. Suggestion also were addressed for subjects other than mathematics that students have lower self-efficacy, and with group setting.
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Asli, Abdallah. "Israeli post-primariy teacher`s attitudes towards teaching mathematics." PedActa 12, no. 1 (August 31, 2022): 17–26. http://dx.doi.org/10.24193/pedacta.12.1.3.
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Attitudes of teachers towards teaching mathematics and the anxiety that accompanies mathematics teaching are well known in the literature as important factors that influence pupils’ attitude towards mathematics and their mathematical achievement. It is important to note that most of the research done in this subject has examined the attitudes of teachers and students in primary schools. The purpose of this study is to investigate the attitude towards teaching mathematics of mathematics teachers in post primary schools in Israel.The research was conducted in 2021 in Israel. The participants are 221 mathematics teachers from post primary schools. The research instrument was a questionnaire developed for this study based on the scientific literature and aimed to find out teachers’ attitudes towards teaching mathematics and applications of Mathematics in other disciplines. The results show that majority of the teachers have high level of positive attitudes towards teaching mathematics, but there are also teachers whose attitudes need to be developed. Teachers with little experience and young age feel more anxiety in teaching mathematics. As well as teachers that feel anxiety have less support and less innovation in teaching mathematics. It is surprising that there are no correlations and connections between anxiety and confident and enjoyment in teaching mathematics.
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Hine, Gregory S. C. "Strengthening pre-service teachers’ mathematical content knowledge." Journal of University Teaching and Learning Practice 12, no. 4 (October 1, 2015): 50–64. http://dx.doi.org/10.53761/1.12.4.5.
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The tertiary training of pre-service teachers is pivotal in their professional preparation and formation as qualified educators. Multiple authors posit that teachers require a development of pedagogical content knowledge, or knowing a variety of ways to present mathematical content and to assist students to deepen their understanding (Chick 2012; Shulman 1987). Emerick, Hirsch & Berry (2003) argue that high quality teachers must possess appropriate mathematical content knowledge, and must also possess considerable background in communicating effectively to students. There are two aims of this educational research. The first is to investigate the self-perceptions of pre-service primary and secondary teachers enrolled in a mathematics education unit as they engage with and consolidate their mathematics content knowledge. The second aim is to explore how these pre-service teachers understand and perceive their ‘readiness’ to undertake such a task, based on their recent tertiary training. Data were collected from participants through the exercise of pre-unit (Phase 1) and post-unit (Phase 2) surveys. Following the completion of Phase 1, participant self-reflections indicated varying degrees of readiness to teach mathematics to upper primary and lower secondary students. Less than half of the sampled participants asserted that they felt confident in teaching mathematics, and almost all participants stressed the need to strengthen both their content knowledge and pedagogical content knowledge. This paper will discuss the key findings of Phase 1 in light of the extant literature on the preparation of pre-service mathematics teachers.
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ASLI, Abdallah, and Iuliana ZSOLDOS-MARCHIS. "Teaching applications of Mathematics in other disciplines: teachers' opinion and practice." Acta Didactica Napocensia 14, no. 1 (July 2021): 142–50. http://dx.doi.org/10.24193/adn.14.1.11.
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"Abstract. One of the main topics of mathematics education nowadays is teaching applications of mathematics in various fields, which lead in the recent decades to the development of the STEM education (Science, Technology, Engineering, and Mathematics), connecting these disciplines using transdisciplinary or interdisciplinary approaches. Applications of mathematics has become important not only from academic point of view, as helping students to understand mathematics, to apply mathematical knowledge in various contexts, and to show the utility of mathematics, but also because mathematics is an integral part of our daily lives. Teachers have an important role in this approach, so it is important to study their attitude towards teaching applications of mathematics and their experience. The research was conducted in 2021 in Israel. The participants are 221 mathematics teachers from post primary schools. The research instrument was a questionnaire developed for this study based on the scientific literature and aimed to find out teachers’ opinion about teaching applications of mathematics and their practice in integrating applications in their teaching. The questionnaire contains both closed and open questions. The responses were quantitatively and qualitatively analyzed. The results of the study show that 42.5% of teachers in Israel are teaching applications of mathematics. Analyzing the answers given by those teachers, who teach applications of mathematics, 47% are teaching applications in physics, 47.5% integrate them in their lessons few times a semester, and 52.1% of them teaching applications through presenting it to the students. In the participants’ opinion, the most important benefits of teaching applications of mathematics are arising students' interest for mathematics (44.3%) and motivating students for learning mathematics (34.8%). The most important obstacles of teaching applications of mathematics are time-constrains (30.8%) and lack of teachers’ skills to teaching mathematical applications in other disciplines (24.6%)."
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HamzahAbed AL-Ubodi, Ahmed, and . "A Proposed Model to Improve the Skills of Mathematical Thinking (C.A.S.M.E) and Its Impact on The Achievement of Students in the Fifth Grade in Solving the Mathematical Problems." International Journal of Engineering & Technology 7, no. 4.36 (December 9, 2018): 696. http://dx.doi.org/10.14419/ijet.v7i4.36.24225.
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The current research aims to design a proposed teaching model to improve the thinking skills of the students in the fifth grade of the primary and to know its effect on their achievement solving mathematical problems. The proposed model was used CASME, which means accelerating mental growth through scientific and mathematical education. Acronym to Cognitive Acceleration Through Science and Mathematics Education.This model combines two models: the CASE model and the CAME model, as well as the modification of some steps and procedures that help in the process of improving thinking and be compatible at the same time to the process of accelerating thinking.The sample was selected randomly (62) students from the university mixed primary school, and the sample was divided into two, the first experimental group (31) students and the second group control (31) students, and the search tools were three, the first questionnaire for thinking, Second Pre- test and third Post-test, dimension It was sure to have psychometric properties, has been used Cooder Richardson equation 20,(t)test for two independent samples and(t) test for statistical samples interconnecting means, and the results showed .There were statistically significant differences between the pre and post test of the experimental group, as well as the existence of statistically significant differences between the post-test of the two research groups, both in favor of the proposed teaching model. In the end of the results, a set of recommendations were written.
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Ni Shuilleabhain, Aoibhinn. "Developing mathematics teachers’ pedagogical content knowledge in lesson study." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 212–26. http://dx.doi.org/10.1108/ijlls-11-2015-0036.
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Purpose – The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles. Design/methodology/approach – In total, 12 teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data were generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings – Analysis of teacher dialogue reveals distinct features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning. Originality/value – This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of MKT (Ball et al., 2008) in teacher practice, specifically related to post-primary mathematics teachers.
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Lane, Ciara. "An investigation into the image of Mathematics held by 5th-year post-primary students." Irish Mathematical Society Bulletin 0072 (2013): 27–28. http://dx.doi.org/10.33232/bims.0072.27.28.
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A. Umoru, Samuel. "ENHANCING PRIMARY SCHOOL STUDENTS MATHEMATICAL MOTIVATION AND INTEREST USING MATH-ISLAND." International Journal of Advanced Research 9, no. 10 (October 31, 2021): 998–1003. http://dx.doi.org/10.21474/ijar01/13640.
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Over the years, mathematics has assumed a vital part of the educational landscape of every society. Nevertheless, the subject has attracted considerable attention from researchers relating to the observed low performance and suitable approaches to improve outcomes. In this study, a quasi-experimental design was adopted to establish the effect of the Math-Island on primary school students mathematical motivation and interest. A total of eighty-two students with an age range of 7 – 12 years and a mean age of (M=9.12), (SD= 1.22) participated in the study. The samples were grouped into two and were exposed to a pre-test and post-test investigation. Mean and standard deviation scores were used. The independent t-test analysis established a statistically significant difference between the groups, MD = 11.53, t (80) = 6.313, p < 0.05. Thus, the result supported the studys hypothesis. It was concluded that Math-Island is effective in enhancing students mathematics motivation and interest. The study recommends adopting the system in math class and that teachers be regularly trained on using the device for teaching.
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Gokbulut, Yasin, and Sultan Kus. "Cartoon to solve teaching problem on mathematics." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (March 1, 2019): 145. http://dx.doi.org/10.11591/ijere.v8i1.17609.
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The aim of this study is to determine the effect of mathematics teaching with cartoons on the problem solving skills of primary school 2nd grade students based on addition and substraction. In the research, pretest-posttest control group design of the experimental model was used. In the classroom where the experimental group students were present, cartoon supported education was applied and the current program based teaching method was used in the control group class. The target population of the study consisted of 2nd grade students of all primary schools of the Ministry of National Education of Mersin. The population of the study consisted of 2nd grade students of all primary schools of the Ministry of National Education of Mersin. The study was conducted for 4 weeks in the fall semester of the 2015-2016 academic year. The experimental group consisted of 17 students and the control group consisted of 13 students. In order to determine the validity and reliability of the achievement test used in the study, item analysis was performed with the TAB program. The t-test was used to determine whether there was a significant difference between the pre-test and post-test scores of the groups. As a result of the research, it was observed that the success of the students in the problem solving in addition and substraction education has increased.
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Esuong, Uwase Uwase, Valentine Joseph Owan, Emmanuel Asuquo Edoho, and Bassey Edu Eni. "Mathematics symbol instruction and senior secondary students’ achievement in word problems: A quasi-experimental study." Pedagogical Research 8, no. 1 (January 1, 2023): em0142. http://dx.doi.org/10.29333/pr/12595.
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An assessment of the possible effect of mathematics symbol instruction on achievement in word problems was the main thrust of the study. Two null hypotheses were tested in the study.<b> </b>The non-equivalent group pre-test-post-test quasi-experimental research design was adopted. The multistage sampling technique was used to select a sample of 387 participants from 6,740 senior secondary class one students in the 81 government-owned coeducational secondary schools in Calabar education zone of Cross River State. The treatment class was exposed to mathematics symbol instructional strategy for solving word problems while the control class was exposed to regular word problem teaching, otherwise called the conventional method. “Students mathematics achievement test” was the instrument used for data collection after validation by experts. The reliability coefficient of 0.90 was determined using the Kuder-Richarson 20 formula. Primary data were obtained after informed consent from the participants. The null hypotheses were all tested at the .05 alpha level using the analysis of covariance. Findings revealed a significant effect of the mathematics symbol instructional strategy on students’ word problem achievement in secondary schools. Male students perform significantly better in word problems than their female counterparts when taught using the mathematics symbol instruction. These findings discussed fundamental theoretical, practical, and research implications. It was recommended, among other things, that mathematics teachers concentrate on demystifying the abstraction in mathematics by deliberately adopting mathematics symbol instructional strategy in interpreting mathematical statements and sentences into their symbolic notations before engaging in their computation.
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Zhou, Shao-Na, Hui Zeng, Shao-Rui Xu, Lu-Chang Chen, and Hua Xiao. "EXPLORING CHANGES IN PRIMARY STUDENTS’ ATTITUDES TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) ACROSS GENDERS AND GRADE LEVELS." Journal of Baltic Science Education 18, no. 3 (June 10, 2019): 466–80. http://dx.doi.org/10.33225/jbse/19.18.466.
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Primary education is an essential stage and has an important impact on students’ learning attitudes throughout the coming school years. The research explored the attitudes towards science, technology, engineering and mathematics among students through all grade levels in primary school. The Project-based Integrated STEM Program was proposed to study the changes of primary students’ attitudes towards STEM. An assessment of S-STEM which consists of the STEM subscale and the 21st century skills subscale was utilized for both pre-test and post-test. The results showed that primary students exhibited little different attitudes on the S-STEM in the pre-test, regardless of gender and grade level. As evident from the comparison between the pre-test and post-test, the Project-based Integrated STEM Program had a positive effect on student attitudes towards STEM. It is encouraging if there are more STEM-related programs implemented at all educational stages covering the primary level. Keywords: gender differences, grade levels, project-based integrated STEM program, school students, STEM education.
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Gultom, Junita Palupi, Julaga Situmorang, and Juhana Juhana. "The Influence of Inquiry Learning Strategies and Cognitive Style on Mathematics Learning Outcomes of Grade V SD Pematangsiantar." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 1 (June 24, 2021): 174–80. http://dx.doi.org/10.34007/jehss.v4i1.605.
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This study aims to find out the effect of inquiry learning strategies and cognitive styles on mathematics learning outcomes in grade V SD Pematangsiantar. The research method used is the experimental method with a quasi-experimental design 2 x 2 factorial design. In this study, the samples were grouped into two groups. The two groups were used as the experimental group and the control group respectively. The data collection technique was done through pre-test and post-test to the control group and the experimental group. The results of this study indicate that the mathematics learning outcomes of primary school students who are taught with guided inquiry learning strategies are higher than those taught with free inquiry learning strategies with a mean value of 90,50. Mathematics learning outcomes of primary school students who have an independent cognitive style are higher than those who have a dependent cognitive style with an average score of 89. Mathematics learning outcomes of primary school students have an interaction between inquiry learning strategies and dependent cognitive styles with an average score of 79. The mathematics learning outcomes of the students in free inquiry class have an independent cognitive style with an average score of 87. Mathematics learning outcomes of guided inquiry class students have a dependent cognitive style (A1B2) with an average score of 87. Primary students’ mathematics learning outcomes among those taught using Free inquiry learning strategies are no better than students who are taught using guided inquiry learning strategies and Mathematics learning outcomes of primary students among those who have better independent field cognitive style with dependent learning styles
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a, Gideon, Haruna b, and Mohammed A. Umar. "ROLE OF MATH GAME APPS ON ATTITUDE TOWARDS MATHEMATICS AMONG PRIMARY STUDENTS IN KOGI STATE." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 578–83. http://dx.doi.org/10.21474/ijar01/12878.
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Mathematics is an essential part of the Nigerian education vision. Mathematics is widely perceived as a tedious and challenging subject to learn. Thus, math avoidance behavior is a trend that cuts across culture and is pervasive among young learners. Research has pointed the relevance of computer games in learning mathematics. Therefore, the current study is aimed to examine the role of math game apps on the attitude of primary school students in Kogi State of Nigeria towards mathematics. A quasi-experimental design with pre-test and post-tests and two groups (experimental and control) were adopted. Primary school students in Kogi State made up the population of the study. Eighty-three (n = 83) students comprising males and females within the age range of 7 – 11 years and mean age of (M=9.12) and (SD= 1.22) were randomly pooled from selected public primary schools in Kogi State as the study participants. The students were assigned to groups, with group A as the experimental group, while group B represents the control group. Before the main studys commencement, students attitude towards mathematics was established (pre-test) using an attitude towards mathematics questionnaire. In the post-test study, the treatment group student (group A) was exposed to a math game app (Prodigy Math). The result showed that the gaming app significantly influenced the experimental groups attitude towards mathematics (M = 43.81, SD = 9.54) compared to the control group (M = 32.15, SD = 5.27). An independent t-test conducted to determine the group differences in attitude towards mathematics established that math gaming apps influenced the participants attitude towards mathematics at MD = 11.66 (95% CI, 7.92 to 15.16), t (81) = 6.317, p = .001. The study recommends that the use of gaming app should be embedded in the school curriculum.
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Lelinge, Balli, and Christina Svensson. "TEACHERS’ AWARENESS AND UNDERSTANDING OF STUDENTS’ CONTENT KNOWLEDGE OF GEOMETRIC SHAPES." Problems of Education in the 21st Century 78, no. 5 (October 5, 2020): 777–98. http://dx.doi.org/10.33225/pec/20.78.777.
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Few research studies have been conducted in a primary school in early mathematical education about the teaching of geometry. This research aims to contribute with knowledge of how teachers’ awareness and understanding of necessary conditions to enhance students’ abilities to discern two- and three-dimensional shapes develop. In this research, qualitative methods were used to analyse data from a lesson study in grade 4 in the subject of mathematics. Data were primarily collected through audio-recorded conversations with teachers before and after the lesson, and the results of students’ pre- and post-test. The results of this research showed increased awareness of using collaboration opportunities to apply professional classroom instructions and activities to enhance students’ knowledge of two- and three-dimensional shapes. This research elucidates how the practice-based professional development approach emphasised the teachers’ teaching targets for understanding students’ content knowledge of geometric shapes. Additionally, the result highlighted teachers’ awareness and understanding of the challenges students face in learning about three-dimensional shapes from two-dimensional representations. Future research should develop a more iterative and revised research lesson design to develop more powerful content knowledge and classroom activity in this topic area. Keywords: early mathematics education, geometric shapes, practice-based professional development, lesson study
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Sri Padmi, Russasmita. "Challenging primary school students’ attitude toward calculators." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 3 (August 14, 2020): 289–303. http://dx.doi.org/10.23917/jramathedu.v5i3.10061.
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Calculators are a viable option for educational technology in developing countries due to its affordability and accessibility; it is also supported by literature to have positive effects on the students’ acquisition of mathematics concepts and skills positively. However, the stakeholders of education in Indonesia often stigmatize the use of calculators in mathematics classrooms, especially in primary school. This is in contrast with the policy of many developing countries which include calculator as one of the educational technologies to be used in the classroom. This study aims to investigate the effect of calculator-enhanced mathematics lessons on the attitude of primary school students’. Fourth-grade students (n = 95) in four separate schools with minimum calculator experience participated in this study. The questionnaire was administered before and after the lesson to record their attitude. The use of a well-established scale ensured validity, while the Cronbach-Alpha score confirmed reliability. Data analysis was conducted through the comparison of mean value between pre- and post-questionnaires scores. The finding suggests that while the effect on attitude toward mathematics is somewhat mixed, there is a significant improvement in the students’ attitude toward using calculators to learn mathematics. Calculator-enhanced mathematics lessons help the students foster more positive attitudes toward calculators. The finding of the present study is expected to help teachers to challenge the stigma about calculator and thus can benefit from calculator to enhance their lesson.
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Ahmad, Syafri. "GEOMETRY LEARNING WITH INDONESIAN REALISTIC MATHEMATICS EDUCATION APPROACH." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 11, no. 4 (January 10, 2022): 393. http://dx.doi.org/10.24114/esjpgsd.v11i4.33331.
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This research is based on the learning background that is still a teacher-centered dynamic while students are passive. The purpose of this research is to develop a teacher’s guideline in learning geometry with the Indonesian Realistic Mathematics Education (PMRI) approach that is valid, practical, and influential. This research is a development research (R&D) with the Tjeerd Plomp model. Field trial with an experimental design of one group pre-test and post-test time series, with a sample of 33 elementary school students in the city of Padang. The results showed that the PMRI teacher guidelines were valid, practical, and influential. In particular, there are significant differences in the geometry learning outcomes between before and after using this teacher guide. This is indicated by the results of the data analysis of the significant difference between post-test 1 and pre-test 1, post-test 2 and pre-test 2, as well as post-test 3 and pre-test 3 with a p-value of 0.001 < 0.05. Qualitatively, students can understand that a square is a rectangle whose all sides are the same length, and that a square and a rectangle had the characteristics of a parallelogram. In term of van Hiele's theory, students are at the stage of informal deductive thinking. Students can conclude the shapes and characteristics of flat shapes of triangles, squares, rectangles, and parallelograms. Elementary school teachers are advised in learning geometry to use the teacher’s guidelines that have been developed.Keywords: Learning, geometry, PMRI, van Hiele, primary school.
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Okpanachi, David, and Samuel A. Umoru. "METACOGNITIVE APPROACH TO ENHANCING MATHEMATICAL PERFORMANCE AMONG PRIMARY SCHOOL STUDENTS IN RURAL AND URBAN AREAS OF KOGI STATE." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 533–38. http://dx.doi.org/10.21474/ijar01/12870.
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In this study, a quasi-experimental design was employed to ascertain the effect of the metacognitive instruction approach on primary school students mathematical performance in Kogi State. A total of seventy-two students with an age range of 7 – 11 years and a mean age of (M=9.12), (SD= 1.22) participated in the study. The participants were grouped into two and were subjected to a pre-test and post-test study. Mean, and standard deviation scores were used, and an independent t-test analysis conducted on the data established a statistically significant difference between the groups, MD = 11.54 (95% CI, 7.91 to 15.14), t (70) = 6.313, p = .001. Thus, the result supported the studys hypothesis. It was concluded that metacognition is effective in enhancing students mathematics performance. The studyrecommends that teachers be regularly trained on the use of the metacognitive approach in the classroom.
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K, Prakash, and Premalatha Sharma. ""Effectiveness of Diagnosis Based Remediation on Attainment of MLL in Mathematics among V Standard Students "." Artha - Journal of Social Sciences 8, no. 1 (January 1, 2009): 61. http://dx.doi.org/10.12724/ajss.14.5.
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Present study is aimed to assess the effectiveness of diagnosis-based remediation programme in improving the proportionate of students mastering each competency (percentage of competency mastered) by the group of V standard students in the selected (experimental) schools of Shimoga District. A total of 100 students of 4 government primary schools from Shimoga district constituted the sample for the study, of which 50 were boys and remaining 50 were girls. They were selected from both urban and rural areas of Shimoga district. This is an experimental study with pre and post test design. Among the selected100 non-mastered students, 50 were non masters and they formed control group and remaining 50 constituted the experimental group. After 2 months of intervention for the experimental group, the investigator conducted post test for both controlled and experimental groups. The controlled group students were attending regular classes whereas students from experimental group were attending the intervention class outside the class room which was taken by the investigator himself. MLL based test developed by Kashinath (2005) was adapted and used for assessing selected MLL competencies, which had 7 competencies was administered on the students selected 4 government primary schools of Shimoga district. The results showed that experimental group had gained significantly higher competencies in total scores than the control group. Further, male students of experimental group had substantial gain compared to all other groups.
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Praveen Kumar G. and Vasimalairaja M. "Influence of Educational Video Games for the Achievement of the Mathematics and Problem-Solving Abilities of Upper Primary School Students." International Journal of Information and Communication Technology Education 18, no. 1 (January 1, 2022): 1–15. http://dx.doi.org/10.4018/ijicte.313955.
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This study examined post-test performance and retention performance of students in mathematics when learned and problem-solving ability through educational video games and traditional lecture method. The study adopted a quasi-experimental design. The sample was drawn from Alagappa Model Higher Secondary School in Karaikudi at Sivagangai district in southern Tamilnadu. Respondents were 90 students (46 boys and 44 girls). The findings revealed that there was a significant difference in the post-test scores, retention test scores, gender, and localities of experimental and control groups. The study concluded that educational video game learning significantly improves students' achievement and retention capacity. Therefore, the study recommended that this advent of learning that combines both face-to-face and online delivery can effectively be utilized in learning mathematics and problem solving to enhance the performance and retention among upper primary school students.
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García-Perales, Ramón, and Ascensión Palomares-Ruiz. "Education in Programming and Mathematical Learning: Functionality of a Programming Language in Educational Processes." Sustainability 12, no. 23 (December 4, 2020): 10129. http://dx.doi.org/10.3390/su122310129.
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(1) Background: It is becoming more common to incorporate education in programming into educational environments. (2) Methods: In order to show the benefits of including teaching programming, we present an investigation carried out with a group of Spanish schoolchildren in the fifth year of primary education (ages 10–11). We demonstrate an integrated experience in the ordinary curriculum connecting technology to mathematics education. We created a work project for students to use Scratch and to assess its benefits, created two groups of students, an experimental and a control group, with a sample of 3795 individuals. They were administered the online version of the Battery of Mathematical Competence Evaluation (BECOMA On) at two timepoints, the pretest (the beginning of the project) and the post-test (the final stage). (3) Results: The results showed statistically significant differences between groups and timepoints, with the experimental group scoring higher, demonstrating the effectiveness of the education in programming program for mathematics. (4) Conclusions: Education systems face a challenge in the sphere of the consolidation of technologies in education with the consequent need to change didactic designs to enhance quality, equitable, sustainable education processes.
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Herbert, Sandra. "Overcoming Challenges in Assessing Mathematical Reasoning." Australian Journal of Teacher Education 46, no. 8 (August 2021): 17–30. http://dx.doi.org/10.14221/ajte.2021v46n8.2.
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Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at 4 Victorian government schools at two post- lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers’ collaborative efforts to assess their students’ reasoning from students’ work samples. The data included transcripts of all the reflective sessions; written work samples; and associated completed rubrics. Analysis of these data enabled identification of seven challenges teachers experienced in assessing reasoning: Limited guidance provided by curriculum documents; Teachers’ knowledge of reasoning; Teacher noticing and interpretation of student reasoning; Students’ difficulties in articulating their reasoning; Assessing progress in reasoning; Inadequacy of work samples; and Challenges in tracking and reporting student progress in reasoning. The discussion presents strategies to overcome these challenges.
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McNamara, Alison. "Digital Gesture-Based Games." International Journal of Game-Based Learning 6, no. 4 (October 2016): 52–72. http://dx.doi.org/10.4018/ijgbl.2016100104.
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This study aims to provide an account of phase three of the doctoral process where both students and teachers' views contribute to the design and development of a gesture-based game in Ireland at post-primary level. The research showed the school's policies influenced the supportive Information and Communication Technology (ICT) infrastructure, classroom environments influenced a student's ability to participate and teachers' perspectives impacted upon whether they adopted games into their classrooms. While research has been conducted in relation to training schemes for teachers, it is agreed that they are the main change agents in the classroom. Therefore, this study focuses on the game itself and its design elements that support and enhance mathematics education within the Irish context. Practical guidelines for both the game, school's policies and classroom environments are provided based upon the research for mathematics educators and practitioners of game-based learning strategies in their classrooms.
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Armanto, Dian, Edy Surya, and Elvi Mailani. "DEVELOPMENT OF TEACHER HANDBOOKS AND REALISTIC MATHEMATICS STUDENTS BASIC SCHOOLS." Journal of Community Research and Service 3, no. 2 (December 24, 2019): 56. http://dx.doi.org/10.24114/jcrs.v3i2.15954.
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The research aims to develop teacher and student handbooks for realistic mathematics lessons for elementary schools. The development of this handbook is based on the reality in the field where the handbook of teachers and students especially the subjects using the 2013 curriculum still do not exist, and in daily learning activities teachers and students still use books that use themes. This research uses development research (Developmental Research). The subjects of this study were grade V students of SD Negeri 163085, H.A Bilal Tebingtinggi City and SD Negeri 106162, Medan Estate District, Deliserdang Regency. In the initial stage, observations were made during the learning process at the two schools and continued with interviews with students and teachers. From the results of these observations and interviews a primary school realistic mathematics teacher and student handbook was prepared. Furthermore, the realistic elementary school mathematics teacher and student handbook is validated by a team that aims to see and assess the quality of the realistic elementary school teacher and student mathematics handbook in order to arrange an effective handbook that will be used by teachers and students in learning. The validation results show that realistic mathematics teacher and student handbooks are developed in both categories and can be used in teaching and learning. The media book test was conducted on grade V students of SD Negeri 163085 Tebingtinggi city and SD Negeri 106162 Medan Estate Deliserdang Regency. The trial results show that the elementary school teacher and student mathematics handbook is effective and can help facilitate understanding of mathematical concepts at the elementary school level. This can be seen from the number of students who can reach the KKM from the two schools is increasing. For SD Negeri 163085 HA Bilal, Tebingtinggi City, if at the time of the pre-test only 1 student (3%) was able to reach the KKM, then after being given the learning process using a teacher and student handbook developed the number of students who could reach the KKM increased to 24 students (82.7%) while those under the KKM were only (17.3%) or 5 students. The same thing was seen in SD Negeri 106162, Medanestate Subdistrict, Deliserdang Regency. If at the time of the Pre-test only 2 students (6.6%) had scored above the KKM, after the post-test there was an increase in students who achieved the KKM score of 25 students (83.3%). An increase of 76.7% when compared to the pre test. Keywords: Handbook, teacher, student, PMR
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Yelvalinda, Yelvalinda, Heni Pujiastuti, and Abdul Fatah. "Pengaruh Model Pembelajaran Problem Based Learning terhadap Pemahaman Matematis Ditinjau dari Kemampuan Awal Matematika." Edumatica : Jurnal Pendidikan Matematika 9, no. 1 (June 12, 2019): 23–32. http://dx.doi.org/10.22437/edumatica.v9i1.6108.
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Abstrak
Penelitian ini bertujuan untuk mengetahui Pengaruh Model Pembelajaran Problem Based Learning Terhadap Pemahaman Matematis Ditinjau Dari Kemampuan Awal Matematika. Desain penelitian ini menggunakan pendekatan kuantitatif dan teknik analisis Anova dua jalur. Sampel penelitian berjumlah 32 orang untuk kelas eksperimen dan 31 orang untuk kelas kontrol di SMK Negeri 1 Pandeglang, dengan menggunakan metode quasi eksperimen. Penelitian ini menggunakan desain pretest dan postest sehingga dapat dilihat perbedaan peningkatan pemahaman matematis dari kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa pemahaman matematis siswa yang mendapatkan pembelajaran PBL lebih tinggi dari siswa yang mendapatkan pembelajaran ekspositori. Berdasarkan uji hipotesis diperoleh sig. 0,027 < 0,05 maka H0 ditolak , maka dapat disimpulkan peningkatan pemahaman matematis siswa yang mendapat model pembelajaran PBL lebih tinggi dari siswa yang mendapat pembelajaran ekspositori. Hasil uji Anova dua jalur faktor pembelajaran dan KAM menimbulkan adanya interaksi dengan sig.0,004 < 0,05 . Hal ini berarti interaksi yang sangat signifikan antara model pembelajaran dan KAM terhadap pemahaman matematis. Dari hasil uji-t untuk KAM tinggi diperoleh sig. 0,00 < 0,05 maka H0 ditolak dan untuk KAM rendah diperoleh sig. 0,647 > 0,05 maka H0 diterima. Dengan demikian pembelajaran matematika dengan model PBL dapat dijadikan suatu alternatif untuk meningkatkan pemahaman matematis siswa.
Kata kunci: problem based learning, pemahaman matematis, kemampuan awal matematika
Abstract
The purpose of this paper is to determine the effect of Problem Based Learning Model on Mathematical Understanding viewed from Early Mathematics Ability (EMA). The writer used quantitative analysis method and two-way anova analysis. This paper use primary data, 32 people from experimental class and 31 people from control class in SMK negeri 1 Pandeglang was taken as a interviewees for our research sample using the quasi-experimental method. This study used a pretest and post-test design therefore it can be seen the differences in the increase of mathematical understanding ability from experimental class and control class. The result of this study indicate that students who had PBL learning have higher mathematical understanding ability than students who had expository learning. Based on the hypothesis test sig. 0.027<0.05 H0 is rejected, so it can be concluded that the increase in mathematical understanding ability of students who had PBL learning models is higher than students who had expository learning. The test results with two ways ANOVA of learning factors and EMA generate an interactions with sig. 004 <0.05. This imply that there is a very significant interaction between the learning model and EMA on mathematical understanding skills. From the results of the t-test for high EMA is sig. 0.00 <0.05 H0 is rejected and for low EMA is sig. 0.647> 0.05 H0 is accepted. Therefore we can conclude that learning mathematics using the PBL model can become an alternative way to improve students mathematical understanding ability.
Keywords: problem based learning, mathematical understanding, early mathematics ability.
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Nursinah, Sifa, Ina Magdalena, and Sa’odah Sa’odah. "implementasi penggunaan alat peraga karton berpetak terhadap hasil belajar matematika siswa kelas 3 SDN Bojongrenged VI." JPDI (Jurnal Pendidikan Dasar Indonesia) 5, no. 2 (September 30, 2020): 28. http://dx.doi.org/10.26737/jpdi.v5i2.2087.
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<div class="WordSection1"><h1>This research was a descriptive qualitative with a titled implementation of cardboard display tools based on the study of mathematics in primary school with 3<sup>rd</sup> grade students of S dn Bojong renged IV. The research subject are 3<sup>rd</sup> students of Sdn Bojong renged<strong> </strong>VI This research aimed to “how to implemented of cardboard display tools based on the study of mathematics in primary school with subjects are 3<sup>rd</sup> grade students of Sdn Bojong renged VI.? The method of this research are qualitative data which is the instruments used in this study are observation, interviews, and documentation. The research objective is that the implementation of the use of teaching aids can provide concrete scientific contributions to the implementation of learning outcomes, especially in mathematics. The data was then analyzed using qualitative descriptive.Based on the results of the study, it can be concluded that both the process assessments and the learning assessments made by submitting post tests are improvement in students studies. In the last data, Students reached 34,78 percent which is just 8 of 23 children who have been got the same grade with a value of test results above KKM and 65,22 percent which is just 15 of 23 children who have been got below KKM. The minimum criteria (KKM) of this lesson is 60. The students who have a score below KKM just 10 of 23 children that be sampled. The results of students in math studies from the post-test in fraction sub are increase</h1></div>
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Alshahri, Ali. "The Effectiveness Of Using The Dunn And Dunn Model In Teaching The Unit Of Regular Fractions For Fifth-Grade Primary Students In Developing Achievement And Mathematical Intuition Skills." West East Journal of Social Sciences 9, no. 1 (September 14, 2020): 23–42. http://dx.doi.org/10.36739/wejss.2020.v9.i1.39.
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The current study aimed to reveal the effectiveness of using the Dunn and Dunn model in teaching the unit of regular fractions for fifth-grade primary students in developing achievement and mathematical intuition skills. The study sample was tested from fifth grade students in the first semester of Mosa ben Nosier school at Tabuk City, and they (30 students) were divided into two district groups; the first half (15 students) were allocated into the experimental group and the other half (15 students) made up the control group. After preparing and utilizing the instruments, the results of the research revealed the following: statistic between the mean scores of students of the experimental and control groups in the cognitive achievement test related to the unit of regular fractions in the first semester in favor of the average of the students of the experimental group, as it was found that there was a statistically significant difference at the level (0.01) between the average scores of students of the experimental group in the pre and post applications in the achievement test Cognitive, and in favor of the mean of post-application. The results also demonstrated that there were statistically significant differences between the control group and the experimental group in the mathematical intuition test as a whole, and in its components in the post-application for the benefit of the experimental group. Furthermore, the results indicated that to and statistically significant differences between the pre application and post application of the experimental group in the sport as a whole test intuition, and in its components in favor of the dimensional application, and in light of the results, this current study presents a number of recommendations as Encouraging math teachers to use the Dunn and Dunn model of learning styles to develop students' achievement and mathematical skills.
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Rahayu, Poppy Trianti, and Ratu Ilma Indra Putri. "PROJECT-BASED MATHEMATICS LEARNING: FRUIT SALAD RECIPES IN JUNIOR HIGH SCHOOL." Journal on Mathematics Education 12, no. 1 (March 11, 2021): 181–98. http://dx.doi.org/10.22342/jme.12.1.13270.181-198.
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Mathematics learning is associated with 21st-century skills such as communication, collaboration, critical thinking in problem-solving, creativity, and innovation. To help students obtain these skills, a learning project was developed through Pendidikan Matematika Realistik Indonesia (PMRI) approach by using fruit salad recipes and collaborative learning based on the Lesson Study for Learning Community (LSLC) system. The primary purpose of this study was to develop fruit salad recipes to assist junior high school students in solving problems using mean, social arithmetic, and data presentation. It employed design research type validation studies using photos, fruit salad products, and document reviews as data collection techniques. The research subjects were 27 students of grade 8 from a junior high school in Palembang. This study resulted in a learning trajectory consisting of two activities and post-test questions. In the first activity, the students can analyze and solve problems in planning fruit salad recipes with material averaging, social arithmetic, and data presentation. In the second activity, the students can make fruit salads and write recipes based on skills to make fruit salad products. The results of this study demonstrate that in project-based learning through PMRI with the context of fruit salad recipes and the LSLC system, students can learn collaboratively. The learning helps them solve problems by using average material, social arithmetic, and data presentation in developing fruit salad recipes.
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Cobb, R. Brian, Stacey Abate, and Dennis Baker. "Effects of 4X4 Block Scheduling." education policy analysis archives 7 (February 8, 1999): 3. http://dx.doi.org/10.14507/epaa.v7n3.1999.
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The effects of a 4 X 4 block scheduling program in a middle school on a variety of student measures were investigated. These measures included standardized achievement tests in mathematics, reading, and writing, cumulative and semester grades in middle school and high school, attendance rates, and enrollment rates in advanced high school courses (in mathematics only). The block scheduling program had been in effect for four years allowing analyses of current middle and high school students who had experienced a minimum of one and one-half years of block scheduling while in middle school. The primary research design was a post-test only, matched pairs design. Students were matched on school characteristics, gender, ethnicity, grade level, and 5th grade standardized reading scores. Results were relatively consistent with the extant literature and generally positive.
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Sarudin, Ezzah Suraya, Nor Alwani binti Omar Omar, and Syadatul Syaeda Mat Saleh. "The Effectiveness of FEFA in Teaching and Learning Foundations of Applied Mathematics." Journal of Computing Research and Innovation 5, no. 2 (October 12, 2020): 66–74. http://dx.doi.org/10.24191/jcrinn.v5i2.161.
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Memorizing formulas is one of the essentials tasks in learning activities. There are many formulas that have been constructed by previous researchers. The formulas developed have their own purpose such as to calculate, to estimate, to analyse and so on. One of the fields that involve more than a hundred formulas is in the education field. In education area, especially for mathematics subjects, students need to memorize the formula to let them easily get the answer to some of the questions given. In UiTM Perak Tapah Campus, there is one subject that requires students to memorize more than twenty formulas. The subject namely the Foundation of Applied Mathematics which is taken by part three students in the Faculty of Applied Sciences. In previous semester, the failure rate for this subject is increasing and always be the top issue by top management. In this paper, the effectiveness of formula extracted from the given Appendix (FEFA) techniques is discussed. FEFA is one of the tools which will help students to reduce the total number in memorizing the formula. Primary data were gathered using the Quizizz application among 81 students who are taking MAT238 in the semester September-December 2019. The data was analysed by mixed design analysis to assess the effectiveness between pre-workshop and post-workshop. FEFA is found to be one of the good mechanisms to assist students in learning activities.
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Roberts, Nicky, and Jerry Maseko. "From measuring impact to informing course design: The second design trial of the Maths Intensive course." Journal of Education, no. 87 (July 25, 2022): 1–22. http://dx.doi.org/10.17159/2520-9868/i87a05.
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This paper describes the changes made to the administration of assessments in the second design trial of the Maths Intensive course at a comprehensive university in South Africa because of Covid-19. The course was designed in direct response to poor attainment in the Primary Teacher Education project's mathematics test. Building on positive findings of improved attainment evident in the first design cycle, the Maths Intensive course was further refined for a second cohort of students, and shifts in attainment were once again analysed. The Covid-19 lockdown meant that student could not write the post-test on campus. As a result, the post-test data were not used to measure impact but, instead, were used to establish what the student teachers knew and were able to do at the end of the course. The Maths Intensive test framework mapped the test items to the learning outcomes for the course. Facility scores revealed areas where students were capable and areas where they still required support. The assumption that students would use calculators in un-invigilated circumstances was challenged, and requires further research. These findings may be of interest to lecturers and teachers seeking to develop assessment reports that provide useable information to improve their instructional design and teaching practice. They may also be of interest to academics and training providers designing mathematics education programmes for initial teacher education or for ongoing professional development courses for teachers in primary schools.
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Owusu, Frank, Augustina Adu, and Dennis Offei Kwakye. "Effect of 5Es with Teaching Aids on Academic Performance of Upper Primary School Pupils in Mathematics Non-Routine Problems." International Journal of Research and Scientific Innovation 09, no. 03 (2022): 69–74. http://dx.doi.org/10.51244/ijrsi.2022.9305.
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The study aimed to determine the effect of 5Es with teaching aids on the academic performance of Junior High school students in mathematics non-routine problems. A sample of 48 students was randomly selected from Asawinso Methodist Upper primary school. Quasi-experimental non-equivalent pretest-posttest control group design research design was adopted for the study. A pre-test was employed to assess the academic ability equivalence and homogeneity of the two groups, while post-testing was used to examine the effect of the 5Es inquiry model with instructional aids on the performance of pupils in mathematics non-routine problems. An independent sample t-test was employed to compare the values between the experimental and control groups to evaluate the data at an alpha level of 0.05. In addition, the effects 5Es inquiry-based approach on students’ mathematics non-routine problems was assessed based on gender. The results indicated that pupils taught using 5Es with teaching aids outperformed their counterparts taught using lecture method with teaching aids. Also, the results indicated that female learners perform better than male learners in mathematics non-routine problems. It is therefore recommended that when teaching pupils mathematics non-routine problems, 5Es supported with teaching aids should be adopted. A Teacher Made Test (TMT) was used to assess pupils’ knowledge on non-routine problems in mathematics.
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Uguru Okon, Ndubuisi. "IMPROVING MATHEMATICAL HOMEWORK BEHAVIOR: THE ROLE OF MATH GAME APPS." International Journal of Advanced Research 10, no. 02 (February 28, 2022): 837–44. http://dx.doi.org/10.21474/ijar01/14281.
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Homework is an essential component of teaching and learning in the school system geared towards augmenting classroom learning and enhancing performance. A growing literature on homework suggests the importance of completing homework tasks to strengthen students academic commitment and achievement. This study investigates the effect of the math game app (Prodigy) on primary school students math homework behavior. A quasi-experimental design was adopted, and the sample was divided into two groups: an experimental group (N=48), which was exposed to math game app, and a control group (N=45), which was not exposed to the gamification process. The experiment consisted of 24 sessions taking place over three months. Students participated in two sessions per week that lasted for 45 minutes. The findings revealed a mean difference (MD = 14.7) between the post-test study groups. Regarding the hypothesis, the result indicated a significant difference between the experimental and control group on homework behavior (91) = 6.124, p = .001. The study suggests several recommendations to integrate math game apps into the school framework.
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Rizk, Nahed Mokhtar Hassan, Khaled Ahmed Mahmoud Attia, and Alaa Ahmed Hassan Al-Jundi. "The Impact of Metacognition Strategies in Teaching Mathematics among Innovative Thinking Students in Primary School, Rafha, KSA." International Journal of English Linguistics 7, no. 3 (February 9, 2017): 103. http://dx.doi.org/10.5539/ijel.v7n3p103.
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The study aims at finding out the impact of metacognition strategies in the teaching of mathematics in developing creative thinking among gifted primary school students in Rafha province in the Kingdom of Saudi Arabia. They are defined in this study as the students whose IQ score is (120 and above) according to the Wakslar measurement for children intelligence and are selected by their teachers. The study sample consists of 40 male and female students from the fifth class in the primary stage. They were divided randomly into two groups; experimental group which was taught by the methods and strategies of the suggested teaching program and a control group upon whom the ordinary method was applied. Each group included 20 male and female students. For the purpose of the study, a creative thinking measurement in mathematics, designed by the researchers, was used for data collecting. The program was implemented for three successive weeks, three sessions per week each one lasting for one period. After finishing the program, a post measurement was conducted for all the study variables for both the experimental and control groups. The results show statistically significant differences at the significance level (0.05) between using the metacognition strategies on one hand and the ordinary method on the other. The differences were in favor of the metacognition strategies.
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Abdelmoneim, Rania, Esmail Hassounah, and Eqbal Radwan. "Effectiveness of virtual laboratories on developing expert thinking and decision-making skills among female school students in Palestine." Eurasia Journal of Mathematics, Science and Technology Education 18, no. 12 (December 12, 2022): em2199. http://dx.doi.org/10.29333/ejmste/12708.
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The virtual laboratory is considered one of the latest technologies in the field of education that aims to develop the educational skills of students such 100 hundred school students from a public all-girl primary school in east Gaza were divided into two groups to participate in a quasi-experimental study. Each group completed a particular pre- and post-tests for expert thinking and decision-making skills. The results showed that students in the experimental group were significantly higher than students in the control group in the total mean score of the expert thinking test (27.89 versus 12.47; p=0.001, η<sup>2</sup>=0.71). A comparison of the pre-post score for the expert thinking test showed a significant improvement in students’ performance (p=0.001). The post scores for the decision-making scale showed a significant difference between students in the control group and the experimental group (p=0.001). The total mean score of the decision-making scale in the experimental group in the post-scale (82.32±10.87) was significantly higher than the pre-scale score (70.85±9.80) (p=0.001). It could be concluded that using virtual laboratory and simulation applications had a positive impact on improving students’ scientific knowledge, scientific process, decision-making ability and developing expert thinking skills.
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Man, Muhammad Zaim George, Riyan Hidayat, Mohamad Khairuzzamir Kashmir, Nurul Fatihah Suhaimi, Mashitah Adnan, and Azizah Saswandila. "DESIGN THINKING IN MATHEMATICS EDUCATION FOR PRIMARY SCHOOL: A SYSTEMATIC LITERATURE REVIEW." Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika 4, no. 1 (May 12, 2022): 17–36. http://dx.doi.org/10.35316/alifmatika.2022.v4i1.17-36.
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Design Thinking is a knowledge as a thriving innovation practice and an approach to creative problem solving. The main purpose of this study is to review existing studies which are related to the Design Thinking in Mathematics Education for primary school. The search terms were used by inserting the suitable keywords based on the main topic such as "design thinking", "mathematics education", "mathematics", "primary school" and "elementary school". Systematic Literature Review (SLR) was conducted to gain information for better understanding regarding our topic. This SLR was performed through two search engines which were SpringerLink and Scopus. In reporting this study, the PRISMA guidelines were followed. We identified and screened 1123 articles published between 2017 until 2021 in SpringerLink and Scopus. After elimination of duplicates and non-relevant topics, there were 23 articles remained based on the inclusion and exclusion criteria. The limited number of studies on the main topic as design thinking for primary school caused the small numbers of articles were selected. This is because there are many articles about teachers and post-graduate. Our findings indicated that the year of 2021 was mostly research conducted, followed by the year of 2020, 2019 and 2017 meanwhile there is no research conducted in 2018. Concerning the geographical distribution of the authors, the findings indicated that the predominant authors that developing the design thinking were in Germany, Australia, USA, Singapore and Switzerland, and only a few research conducted in Hong Kong, Sweden, Cyprus, Israel, Turkey, UK, Spain, Canada, Netherlands, Malaysia, and mixed countries. From the results, we can see that this design thinking should be practiced by teachers in their teaching regardless of whether it is mathematics or any other subject. In conclusion, design thinking among the students, especially primary school students nowadays, is indispensable to ensure that our country is always moving forward in the era of globalization.
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Govindarajan, Shella Devi, and Swee Choo Goh. "EFFECTS OF USING COOPERATIVE LEARNING (STAD) AND CONVENTIONAL LEARNING ON STUDENT ACHIEVEMENT AND ATTITUDE IN PRIMARY SCHOOL." International Journal of Modern Education 3, no. 11 (December 1, 2021): 01–23. http://dx.doi.org/10.35631/ijmoe.311001.
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This study aims to examine the effect of cooperative learning instructional methods (STAD) and conventional learning instructional methods on achievement and attitudes in the subject of Mathematics in Primary Schools. The objective of this study is to detect an instructional method of learning that can improve the achievement and attitudes of students since primary school in the subject of Mathematics. This study applies a time series quasi-experimental design. The research instruments used were pre-test, test 1, test 2, post-test, attitude questionnaires 1,2, and 3, and interview. The data analysis approach was evaluated using a one-way ANOVA to determine the differences between the experimental and control groups. The study findings for pre-test achievement for the cooperative group (n=40) were M = 38.20 (SD = 8.321), test 1 was M = 44.75 (SD = 8.20), test 2 was M = 55.28 (SD = 7.03), and post-test was M = 66.53 (SD = 9.48) while the mean conventional group (n=40) for pre-test was M = 42.20 (SD = 10.80) 1 min test M = 41.75 (SD = 10.07), 2 min test M = 41.78 (SD = 8.78) and post-test mean M = 43.33 (SD = 9.74). The findings of the questionnaire were questionnaire 1 M = 43.10 (SD = 9.17), questionnaire 2 M = 56.05 (SD = 3.47), and questionnaire 3 was M = 63.70 (SD = 3.79) for the treatment group while the control group was the questionnaire 1 M = 40.33 (SD = 10.63), questionnaire 2 M = 45.44 (SD = 8.63) and questionnaire 3 mean value M = 48.71 (SD = 7.66). Findings of the study through interviews also showed that there were significant differences in favor of the cooperative group in student achievement and student attitudes. The results showed that students in cooperative learning classes outperformed conventional learning students.
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Mazlini Adnan, Chee Hoe Ng,. "THE EFFECT OF USING PROJECT-BASED INQUIRY LEARNING (PIL) STEM MODULE IN TOPIC SPACE AMONG YEAR ONE STUDENTS." Psychology and Education Journal 58, no. 1 (January 15, 2021): 4718–26. http://dx.doi.org/10.17762/pae.v58i1.1631.
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The purpose of this study is to examine the effect of integration STEM education by using STEM module designed based on four phases in the Project-based Inquiry Learning (PIL) method. The STEM module consists of five projects in the topic Space in the Year One DSKP of the review KSSR Mathematics in Malaysia. The effectiveness of using the STEM module is assessed on the understanding, interest and attitude towards STEM education. The study was conducted on 33 students in the experimental group and 26 students in the control group. The instruments used in this research are STEM module, pre-test and post-test and questionnaire on students' understanding on STEM, interest in STEM and attitude towards STEM education. The STEM module covered the various cultured races in Malaysia and consist five projects. The concept and description of STEM content in each project has been emphasized in the module. The findings show that the STEM module has a satisfactory validity with a percentage of agreement is 95% and a satisfactory reliability with a Cronbach’s alpha value of 0.701. Mathematics achievement score analysis for the experimental group showed a high significance (p <0.01) in the post-test compared to the pre-test. The findings also showed that there is an increasing in understanding, interest and attitude in the experimental group. In conclusion, the STEM module designed based on the PIL method had satisfactory validity and reliability and can be a reference for teachers to carry out STEM in primary Mathematics.
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Can, Nisanur, and Mehmet Turan. "The ımpact of the techno-organic education model on the mathematical success rates and attitudes of students." Revista Tempos e Espaços em Educação 14, no. 33 (December 7, 2021): e16854. http://dx.doi.org/10.20952/revtee.v14i33.16854.
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Techno-organic education is an education model that allows children to gain the knowledge, skills, and values that are necessary for life by establishing a correct balance of natural and technological understanding. This research was conducted to examine the impact of the Techno-Organic Education Model on students' academic achievements and attitudes for math. For this purpose, the explanatory sequential mixed design was used to conduct this study. The study group consisted of 38 primary school students. Mathematics Course Achievement Test, Mathematics Attitude Scale and semi-structured interview form used as data collection tools. This research included a 4-week application within the scope of the Techno-Organic Education Model program which is developed by the researchers. For the analysis of the quantitative data, independent samples t-test; dependent samples t-test; Wilcoxon Signed Ranks Test, Mann Whitney U Test, and content analysis method were used. As a result; a statistically significant difference was revealed between pre-test and post-test scores for the success rate and attitude of the students in the experimental group, and there has also been a statistically significant difference between the post-test success and attitude scores of the experimental group and the control group. According to qualitative findings of the study; students think positively about the use of techno-organic education model in their courses, and they generally liked the applications and thought they weren’t too difficult, and that this particular model increased their interest in the course.
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McKee, Kelsey E., Daniel Serrano, Michelle Girvan, and Gili Marbach-Ad. "An integrated model for interdisciplinary graduate education: Computation and mathematics for biological networks." PLOS ONE 16, no. 9 (September 28, 2021): e0257872. http://dx.doi.org/10.1371/journal.pone.0257872.
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The current challenges at the forefront of data-enabled science and engineering require interdisciplinary solutions. Yet most traditional doctoral programs are not structured to support successful interdisciplinary research. Here we describe the design of and students’ experiences in the COMBINE (Computation and Mathematics for Biological Networks) interdisciplinary graduate program at the University of Maryland. COMBINE focuses on the development and application of network science methods to biological systems for students from three primary domains: life sciences, computational/engineering sciences, and mathematical/physical sciences. The program integrates three established models (T-shaped, pi-shaped and shield-shaped) for interdisciplinary training. The program components largely fall into three categories: (1) core coursework that provides content expertise, communication, and technical skills, (2) discipline-bridging elective courses in the two COMBINE domains that complement the student’s home domain, (3) broadening activities such as workshops, symposiums, and formal peer-mentoring groups. Beyond these components, the program builds community through both formal and informal networking and social events. In addition to the interactions with other program participants, students engage with faculty in several ways beyond the conventional adviser framework, such as the requirement to select a second out-of-field advisor, listening to guest speakers, and networking with faculty through workshops. We collected data through post-program surveys, interviews and focus groups with students, alumni and faculty advisors. Overall, COMBINE students and alumni reported feeling that the program components supported their growth in the three program objectives of Network Science & Interdisciplinarity, Communication, and Career Preparation, but also recommended ways to improve the program. The value of the program can be seen not only through the student reports, but also through the students’ research products in network science which include multiple publications and presentations. We believe that COMBINE offers an effective model for integrated interdisciplinary training that can be readily applied in other fields.
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L.E., Endrayana Putut. "COOPERATIVE LEARNING DENGAN MODEL TGT (TEAMS GAMES TOURNAMENT) MATERI BILANGAN BULAT BAGI SISWA KELAS IV SEKOLAH DASAR." Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika 7, no. 2: (January 3, 2018): 85–88. http://dx.doi.org/10.36456/buana_matematika.7.2:.1048.85-88.
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Mathematics is a science that underlies the development of modern technology, has an important role in various disciplines and advance the human mind. The development in the field of information and communication technology is influenced and based on the development of Mathematics. Mathematics is a lesson that is directly related to the development of science and technology, both material and its usefulness. So Mathematics needs to be developed and upgraded including materials, teaching and learning process, environment as well as school facilities, as the special purpose of teaching Mathematics in primary school is to develop numeracy skills that are useful in everyday life. Based on the results of observations during the learning, the problem faced by students is the lack of mastery of the concept of integers so that student learning outcomes are still lacking. Teachers also still dominate learning by lecturing method so that happened is teacher centered. This makes the learners less motivated and less enthusiastic in following the lesson. For that we need to make changes in learning that is with the model of learning that creates learning to be student centered. So learning activities centered on the learners, teachers as a motivator and facilitator in it so that the atmosphere of the classroom more conducive. Teams Games Tournament (TGT) becomes one of the learning models that can be applied to change the above paradigm. This is evident in significant changes in post test results of students versus pre test results.
Keywords: Teams Games Tournament (TGT), cooperative, students centered