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Munasiah, Munasiah. "Hubungan Kecemasan dengan Pemahaman Konsep Matematika dan Siswa". ARITHMETIC: Academic Journal of Math 2, nr 1 (31.05.2020): 99. http://dx.doi.org/10.29240/ja.v2i1.1508.
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Understanding mathematical concepts are the first key in understanding the material because there is a link between one concept with another concept. The implementation of learning is expected to link mathematical concepts in everyday life. Internal and external factors of students are very influential in mathematics learning, one of them is mathematics anxiety. Mathematics anxiety that is processed by students well can make these students enthusiastic to learn mathematics, but conversely, if students are not able to process mathematics anxiety properly it will negatively affect mathematics learning outcomes. The purpose of this study was to determine how much influence mathematics anxiety has on understanding mathematical concepts. This research is a descriptive quantitative research. The method used in this study is a survey method using questionnaires and questions in collecting data. The results of this study indicate that mathematics anxiety harms understanding mathematical concepts, with low chorea values. It can be interpreted that in this case, the respondent has not been able to process mathematics anxiety into motivation to continue learning to understand mathematical concepts. So anxiety has a significant effect on understanding mathematical concepts. From this research it is hoped that it can be used as a teacher's reference in carrying out mathematics learning, teachers can help reduce student anxiety by using learning models that are fun and effective, and teachers can provide motivation to students who experience mathematics anxiety.
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Tall i David Tall. "CRYSTALLIZING MATHEMATICS CONCEPTS". American Journal of Psychology 128, nr 3 (2015): 407. http://dx.doi.org/10.5406/amerjpsyc.128.3.0407.
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Sulfiah, Sitti Karimah, Yus Mochamad Cholily i Agus Subaidi. "Professional competency: Pre-service mathematics teachers’ understanding toward probability concept". JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, nr 3 (29.06.2021): 206–20. http://dx.doi.org/10.23917/jramathedu.v6i3.13779.
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The ability to understand mathematics is a faculty crucial to be possessed by pre-service teachers who will enter into the education sphere. It is one of the professional competencies essential for teachers since satisfactory lessons’ delivery engenders more comprehensible instruction in teachers’ students. Qualitative research employs a descriptive approach relevant to the research purpose, describing mathematics pre-service teachers’ professional competency of understanding the concept toward probability observed based on mathematical abilities; advanced, intermediate, and basic mathematics ability. The subjects are three pre-service teachers having passed discrete mathematics course in a college in Madura. The criteria to select the subjects are the GPA (Grade-point Average) of the last semester and information from the lecturer. It is because unlikely to administer the test due to online learning applied at the college. Findings indicated that the subject with advanced mathematics ability could meet individual concepts, relate concepts and connect concepts with the operations. The subject with intermediate mathematics ability could meet individual concepts, but could not relate to some concepts. However, he could connect concepts with the operations. The subject with basic mathematics ability could not meet individual concepts, relate concepts, and connect concepts with the operations. In terms of the advancement indicator of understanding the concept, the subjects have not attained it since they have not apprehended concept definition well, particularly the probability concept, although the subject with advanced mathematics ability was procedurally prodigious.
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Apriliyani, Mila Nurul, Siti Kumawati, Utari Oktaviani i Heny Nugroho. "Analysis Student’s Mathematical Connection Ability of Class XII MIPA SMA N 1 Ngawen on Statistical Material". Proceeding International Conference on Science and Engineering 3 (30.04.2020): 589–94. http://dx.doi.org/10.14421/icse.v3.570.
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The material in mathematics relates to each other and also relates to daily life. Likewise with statistics is one of the materials on the subject of mathematics that also has a relationship with other sciences, and has been widely used in daily life. This research explains the ability of the mathematic connections of the grade XII students of MIPA SMA N 1 Ngawen on the statistical material. With the aim to know the student's mathematic connection ability. The methods used are qualitative descriptive with research instruments in the form of tests and interviews. The research subject consists of 10 students with an analysis model on this research based on its mathematical connection indicators. From this research gained ability on the indicator linking between concepts on a mathematical material and indicators linking between mathematical concepts with daily life belonging to the high, and low category for indicators The mathematical concept with other sciences.
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Alkhozayem, Mohammed Hamad. "Epistemological Perceptions among Mathematics Teachers about Mathematical Concepts". International Journal of research in Educational Sciences 3, nr 2 (15.03.2020): 104–456. http://dx.doi.org/10.29009/ijres.3.2.9.
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Rips, Lance J., Amber Bloomfield i Jennifer Asmuth. "From numerical concepts to concepts of number". Behavioral and Brain Sciences 31, nr 6 (grudzień 2008): 623–42. http://dx.doi.org/10.1017/s0140525x08005566.
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AbstractMany experiments with infants suggest that they possess quantitative abilities, and many experimentalists believe that these abilities set the stage for later mathematics: natural numbers and arithmetic. However, the connection between these early and later skills is far from obvious. We evaluate two possible routes to mathematics and argue that neither is sufficient: (1) We first sketch what we think is the most likely model for infant abilities in this domain, and we examine proposals for extrapolating the natural number concept from these beginnings. Proposals for arriving at natural number by (empirical) induction presuppose the mathematical concepts they seek to explain. Moreover, standard experimental tests for children's understanding of number terms do not necessarily tap these concepts. (2) True concepts of number do appear, however, when children are able to understand generalizations over all numbers; for example, the principle of additive commutativity (a+b=b+a). Theories of how children learn such principles usually rely on a process of mapping from physical object groupings. But both experimental results and theoretical considerations imply that direct mapping is insufficient for acquiring these principles. We suggest instead that children may arrive at natural numbers and arithmetic in a more top-down way, by constructing mathematical schemas.
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Toumasis, Charalampos. "Concept Worksheet: An Important Tool for Learning". Mathematics Teacher 88, nr 2 (luty 1995): 98–100. http://dx.doi.org/10.5951/mt.88.2.0098.
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A Student's ability to learn mathematics is directly related to his or her understanding of mathematical concepts and principles (Cooney 1977). Experienced teachers know that concepts are the basic building blocks of thinking, particularly higher level thinking in mathematics. This article explores the concept worksheet, which can help students identify and analyze important mathematical concepts and is a simple assignment that can be completed by students overnight. The following four types of exercises are part of the worksheet.
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Rakhmawati, Rosida. "Aktivitas Matematika Berbasis Budaya pada Masyarakat Lampung". Al-Jabar : Jurnal Pendidikan Matematika 7, nr 2 (20.12.2016): 221–30. http://dx.doi.org/10.24042/ajpm.v7i2.37.
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Culture-based education has a vital role of individuals and communities to achieve progressivity in all aspects of life. Math-based culture called ethnomathematics is an approach that can be used to explain the role of mathematics in a multicultural society. Mathematical concepts used to explore the existence of mathematics in culture, especially traditional societies of Lampung. This study aims to describe the results of exploration Lampung Ethnomathematics with this kind of exploratory research as well as an ethnographic approach. The results showed that without studying the mathematical concept, traditional society of Lampung have applied these concepts in their daily lives using ethnomathematics. Proved the existence of mathematical concepts contained in custom home building, the local unit of Lampung, geometric shapes motif of tapis, as well as traditional games Lampung. Researchers suggest the results of this study to (a) used as alternative ideas mathematics learning outside the classroom, (b) introduced in learning formal mathematics as initial capital to teach the concept of mathematics to students, (c) be used as reference material for preparing a matter of mathematical problem-solving context.
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Niswah, Ulvatun, i Abd Qohar. "Mathematical Reasoning in Mathematics Learning on Pyramid Volume Concepts". Malikussaleh Journal of Mathematics Learning (MJML) 3, nr 1 (25.05.2020): 23. http://dx.doi.org/10.29103/mjml.v3i1.2400.
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The purpose of this study was to describe the standard process of mathematical reasoning in learning on pyramid volume concepts. The study was a study with descriptive qualitative approach, carried out by peer teaching in the classroom. The subjects of this research were Class B Postgraduate 2018 (S2) students, State University of Malang. The standard process of this activity was to recognize reasoning and verification as a basic aspect in mathematics, to make and investigate mathematical conjecture, to find out how to develop and evaluate mathematical arguments and verification, to find out how to choose and use various types of reasoning and proof methods.
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Putri, Dini Palupi. "Peran dan Kontribusi Ilmuwan Muslim dalam Pembelajaran Matematika". ARITHMETIC: Academic Journal of Math 1, nr 1 (10.05.2019): 63. http://dx.doi.org/10.29240/ja.v1i1.822.
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The life that is lived now and in the future cannot be separated from the role of history in the past. Mathematics learning plays an important role in everyday life, often we find problems in everyday life can be solved with mathematical concepts. In learning mathematics, mathematical scientists contribute greatly to the learning of mathematics and mathematical concepts. It cannot be denied, in the golden age of Islam many Muslim scientists sprang up, including mathematical scientists. Muslim mathematicians who were very famous, one of them was al- Khawarizmi. The branch of science in mathematics put forward by al- Khawarizmi is Algebra. Algebra is very much used in the life of the current global era. Algebra is found in many daily activities, such as buying and selling, Mawaris knowledge, and so on. al- Khawarizmi is also an inventor of zeros and the originator of the concept of algorithms. In addition, this paper will discuss the contribution of scientist Ibn al- Haytham to the concept of absolute value, al- Biruni towards the concept of "The Broken Chord" theorem, al- Khayyami on the concept of geometry. The mathematical concepts found by scientists are what we use a lot today to solve problems used in everyday life.
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Zarepour, Mohammad Saleh. "AVICENNA ON GRASPING MATHEMATICAL CONCEPTS". Arabic Sciences and Philosophy 31, nr 1 (marzec 2021): 95–126. http://dx.doi.org/10.1017/s0957423920000090.
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AbstractAccording to Avicenna, some of the objects of mathematics exist and some do not. Every existing mathematical object is a non-sensible connotational attribute of a physical object and can be perceived by the faculty of estimation. Non-existing mathematical objects can be represented and perceived by the faculty of imagination through separating and combining parts of the images of existing mathematical objects that are previously perceived by estimation. In any case, even non-existing mathematical objects should be considered as properties of material entities. They can never be grasped as fully immaterial entities. Avicenna believes that we cannot grasp any mathematical concepts unless we first have some specific perceptual experiences. It is only through the ineliminable and irreplaceable operation of the faculties of estimation and imagination upon some sensible data that we can grasp mathematical concepts. This shows that Avicenna endorses some sort of concept empiricism about mathematics.
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Chen, Chin Chun. "Construct Concept Structure for Fundamental Mathematics". Applied Mechanics and Materials 145 (grudzień 2011): 436–40. http://dx.doi.org/10.4028/www.scientific.net/amm.145.436.
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Currently, cognitive psychologists and mathematics educators are looking again at conceptual and procedural knowledge in mathematics learning. Building relationship between conceptual knowledge and the procedures of mathematics contributes to long-term memory of procedures and to their effective use. So we know that symbols could enhance concept and procedures apply concepts to solve problem efficiently. Sketch the graph of exponential function and logarithmic function. Find the inverse exponential function, logarithmic function and so on. The lack of other concrete example in general exponential and logarithmic function prevented the development of application about general exponential and logarithm. Numerical fundamental mathematic problems are provided with complicated number frequently. The lack of other concrete example in general exponential and logarithmic function prevented the development of application about general exponential and logarithm. Numerical fundamental mathematic problems are provided with complicated number frequently The conceptual knowledge, not mechanical algorithms, need more study and thought to identify. But there is a limitation for students use some materials to clarify complicated mathematic concepts perfectly. In order to insight the misconception of learning fundamental mathematics and progress teaching. The purpose of this study is to provide an integrated method of fuzzy theory basis for individualized concept structure analysis. This method integrates Fuzzy Logic Model of Perception (FLMP) and Interpretive Structural Modeling (ISM). The combined algorithm could analyze individualized concepts structure based on the comparisons with concept structure of expert. Applying the method of the cluster of fuzzy c-mean, we could distinguish characteristics of six groups. We analysis the whole data and discuss the relationship between knowledge structures of the sample. The result and discoveries from the research can offer pupils' misconception of learning fundamental mathematics with reference of diagnosis.
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Virgana, Virgana, Samin Samin i Rita Ningsih. "Efektivitas Model Pembelajaran Kooperatif dan Motivasi Terhadap Pemahaman Konsep Matematika". JKPM (Jurnal Kajian Pendidikan Matematika) 5, nr 1 (29.12.2019): 95. http://dx.doi.org/10.30998/jkpm.v5i1.5330.
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<em>This experiment is to know the understanding of the mathematical concept students are reviewed from a model of cooperative learning and motivational learning. The research Model uses a 2 x 2 factorial design. The research sample is 60 Grade 9 students from first junior high school, South Jakarta academic year 2018--2019. The two-way Analysis of variance (ANOVA) is used in this study. The effectiveness of the learning management is determined by the calculation of effect size, while the results of the study are as follows: There is a influence of cooperative learning model interaction and motivation to learn to understand mathematical concepts, Influence of cooperative learning model to understand the concept of mathematics, the influence of motivation to learn to understand the concept of mathematics, and learning model of cooperative learning the type of Student Teams Achievement Devision (STAD) has High effectiveness towards understanding students ' mathematical concepts. With the conclusion that understanding the concept of mathematics in junior high school is influenced by the use of cooperative variation and learning motivation of students. This research is expected to be beneficial for further research to improve the mastery of students ' mathematical concepts.</em>
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Purba, Azrina. "PENGARUH PENDEKATAN MATEMATIKA REALISTIK TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA". MES: Journal of Mathematics Education and Science 4, nr 2 (30.04.2019): 237–43. http://dx.doi.org/10.30743/mes.v4i2.1797.
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Abstract. The purpose of this study is to determine the effect of learning by using a realistic mathematical approach to the ability to understand students' mathematical concepts. This research is a quasi-experimental research. This research was conducted at MTs Islamiyah Medan. The research sample consisted of 50 students, 25 experimental class students, and 25 control class students obtained by cluster random sampling technique in class VII students. The results of the study explained that the average ability to understand mathematical concepts of students who use a realistic mathematical approach is higher than the average ability to understand mathematical concepts of students who use conventional learning. It can be seen from the average posttest score of students' mathematical problem-solving ability of 29.125 in the experimental class and 27.250 in the control class. However, the realistic mathematical approach model in the experimental class was significantly more successful in improving students' understanding of mathematical concept skills compared to conventional methods. Thus the learning of realistic mathematics influences the ability to understand the concepts of mathematical students (tcount = 3.91> ttable = 2.13). The conclusion of this study is that there is a positive influence on realistic mathematical approaches to students' mathematical concept understanding abilities.Keywords: Realistic Mathematics Approach, Understanding of Mathematical Concepts.
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Rafita, Ani Adella, i Sri Suryanti. "Pengaruh Pendekatan Metaphorical Thinking Terhadap Pemahaman Konsep Matematika Distance". Postulat : Jurnal Inovasi Pendidikan Matematika 1, nr 1 (31.08.2020): 77. http://dx.doi.org/10.30587/postulat.v1i1.1777.
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Mathematics should be studied systematically and regularly and it must be presented with a clear structure, therefore an appropriate learning approach is needed. One approach to learning in mathematics is metaphorical thinking. This approach can encourage students to think metaphors to understand a mathematical concept. This study aims to determine the effect of the metaphorical thinking approach on understanding mathematical concepts. This type of research is experimental. Research subjects class VIII-E and VIII-F in MTs Negeri 2 Lamongan. The research instrument used to measure understanding of mathematical concepts in the material Surface Area of Flat Side Space is in the form of description. The results showed that students' understanding of mathematical concepts using the metaphorical thinking approach (experimental class) was better than students who used the deductive learning approach (control class). Data analysis used two independent samples t-test which showed a sig value of 0.011 <α = 0.05, then reject Ho. Thus the learning of mathematics in the material Surface Area Build Flat Side Space by using the metaphorical thinking approach affects the understanding of students' mathematical concepts
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Habibi, Andrik, i Tri Novita Irawati. "The Application of Probing Prompting Learning (PPL) Model with Realistic Mathematics Education (RME) Approach to Increase Understanding of Student Mathematics Concepts". Jurnal Axioma : Jurnal Matematika dan Pembelajaran 4, nr 1 (31.01.2019): 33–43. http://dx.doi.org/10.36835/axi.v4i1.342.
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Understanding of mathematical concepts is the ability of students to understand facts related to mathematics which can be expressed again in easily understood languages. The problem examined in this study is research on improving mathematical understanding of integer operations through the application of Probing Prompting Learning (PPL) with Realistic Mathematic Education (RME) approach. The method used is observation, documentation, interviews, and test methods, while the data analysis uses the percentage formula of the results of observations and the percentage of completeness of learning outcomes formula. Keyword: probing prompting learning, realistic mathematic education
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Ekowati, Dyah Worowirastri, i Beti Istanti Suwandayani. "Understanding the concept of π numbers for elementary school pre-service teachers on circle materials". Jurnal Prima Edukasia 8, nr 1 (31.03.2020): 12–19. http://dx.doi.org/10.21831/jpe.v8i1.30103.
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This research aims to describe the understanding of the concept of π numbers for elementary school pre-service teachers on circle materials. The research was conducted qualitatively and the type of research conducted was descriptive. The instruments used in this research were observation, interviews, and documentation. The research subjects involved were 45 elementary school pre-service teachers. The results of the research showed that understanding the concept of π numbers for elementary school pre-service teachers had the advantage of classifying objects based on whether or not the requirements that form the concept are fulfilled, identifying the characteristics of operations or concepts and developing the important requirements and/or sufficient requirements of a concept. On the other hand, understanding the concept of π numbers for elementary school pre-service teachers had weaknesses in indicators when applying the concept logically, giving examples or not examples of concepts learned, presenting concepts in various forms of mathematical representation (tables, graphs, diagrams, drawings, sketches, mathematical models, or others) and linking various concepts in Mathematics and out of Mathematics.
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Bartels, Bobbye Hoffman. "Promoting Mathematics Connections with Concept Mapping". Mathematics Teaching in the Middle School 1, nr 7 (listopad 1995): 542–49. http://dx.doi.org/10.5951/mtms.1.7.0542.
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Recent documents calling for reform in mathematics education stress promoting mathematical connections during instruction (NCTM 1989; National Research Council 1989, 1990). Mathematical connections are important because they link mathematical concepts to each other and to the real world. When teachers emphasize these connections during instruction, mathematics becomes less compartmentalized and more cohesive and has relevance to real life. In addition, stressing mathematical connections during instruction helps students develop better and deeper understandings of mathematics.
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Litwiller, Bonnie H., i David R. Duncan. "Combinatorics Connections: Playoff Series and Pascal's Triangle". Mathematics Teacher 85, nr 7 (październik 1992): 532–35. http://dx.doi.org/10.5951/mt.85.7.0532.
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One major theme of the National Council of Teachers of Mathematic's Curriculum and Evaluation Standards far School Mathematics (1989) is the connection between mathematical ideas and their applications to real-world situations. We shall use concepts from discrete mathematics in describing the relationship between sports series and Pascal's triangle.
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Appelgate, Mollie H., Christa Jackson, Kari Jurgenson i Ashley Delaney. "Mathematics Concepts Using STEM Connections". Teaching Children Mathematics 24, nr 6 (kwiecień 2018): 394–96. http://dx.doi.org/10.5951/teacchilmath.24.6.0394.
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Introduce two topics in math, volume and triangle types, by using connections to STEM. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.
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Deogun, Jitender S., i Jamil Saquer. "Monotone concepts for formal concept analysis". Discrete Applied Mathematics 144, nr 1-2 (listopad 2004): 70–78. http://dx.doi.org/10.1016/j.dam.2004.05.001.
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Pertiwi, Isnaindah Jasmine, i Mega Teguh Budiarto. "Eksplorasi Etnomatematika Pada Gerabah Mlaten". Jurnal Cendekia : Jurnal Pendidikan Matematika 4, nr 2 (15.06.2020): 438–53. http://dx.doi.org/10.31004/cendekia.v4i2.257.
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Abstract
Culture is used as a means to learn from everyday life. Mathematics can be associated with daily life, which can be learned through culture. The term mathematics in culture is called ethnomatematics. Each region has its own culture. In the village of Mlaten there is also a legacy that has been passed down, namely pottery with typical Majapahit carvings. The purpose of this study is to explore the mathematical concepts contained in the Mlaten pottery, so that they can be used as learning resources in learning mathematics. Through the study of literature, exploration, and observation, as well as by an ethnographic approach, it can be concluded that the mathematical concepts contained in the Mlaten earthenware are the concept of a circle, the concept of geometry transformation, the concept of flat shape, the concept of curved side space, the concept of function, and the concept of volume rotating objects. Ethnomatematics can make it easier for students to understand everyday problems.
Keyword: Ethnomathematics, Mathematicals concepts, Pottery
Abstrak
Budaya dijadikan sebagai sarana untuk belajar dari kehidupan sehari-hari. Matematika dapat dikaitkan dengan kehidupan sehari-hari, yaitu dapat dipelajari melalui budaya. Istilah matematika dalam budaya disebut dengan etnomatematika. Setiap daerah memiliki budaya masing-masing. Di desa Mlaten juga ada warisan yang sudah turun temurun yaitu gerabah dengan ukiran khas Majapahit. Tujuan penelitian ini adalah untuk mengeksplorasi konsep matematika yang terdapat pada gerabah Mlaten, sehingga dapat dijadikan sumber belajar dalam pembelajaran metematika. Melalui studi literatur, eksplorasi, dan observasi, serta dengan dilakukan pendekatan etnografi, maka dapat disimpulkan bahwa konsep matematika yang terdapat pada gerabah Mlaten adalah konsep lingkaran, konsep transformasi geometri, konsep bangun datar, konsep bangun ruang sisi lengkung, konsep fungsi, dan konsep volume benda putar. Etnomatematika dapat mempermudah siswa memahami permasalahan sehari-hari.
Kata kunci : Etnomatematika, Konsep Matematika, Gerabah
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Baker, Ann, Kimberly Schirner i Jo Hoffman. "Early Childhood Corner: Multiage Mathematics: Scaffolding Young Children's Mathematical Learning". Teaching Children Mathematics 13, nr 1 (sierpień 2006): 19–21. http://dx.doi.org/10.5951/tcm.13.1.0019.
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Exploration, inquiry, manipulation, discussion, and discovery all come to mind when we envision young children involved in mathematical activities. Early childhood education engages students in an exploratory journey from birth through age 9 in empirical mathematical concepts. The focus of early mathematics is to develop a strong foundation of the requisite skills and concepts throughout NCTM's five Content Standard strands (NCTM 2000). The wide ranges of abilities and understandings of mathematical concepts in early childhood classrooms challenge teachers to meet all students' intellectual needs. In this article, teachers of primary-grade multiage classrooms describe how they used scaffolding to capitalize on the wide ranges of abilities and met their students' needs by providing opportunities for their young learners to work together to understand mathematical concepts.
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Mudrikah, Achmad, i Nandang Arif Saefuloh. "The Involvement of Science, Technology, Engineering, and Mathematics (STEM) Learning in an APOS Analysis of Students’ Mathematical Understanding". Journal of Education and Culture Studies 4, nr 2 (18.05.2020): p105. http://dx.doi.org/10.22158/jecs.v4n2p105.
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This article was reported as a research that involved Science, Technology, Engineering and Mathematics (STEM) Learning by using APOS theory framework to investigate Students’ Mathematical Understanding of sine rule and cosine rule concept. Sine rule and cosine rule concepts are taught to eleven-grade senior high school students in Indonesia. Students’ responses to five trigonometric problems involving sine rule and cosine rule were analyzed through this article. This study has confirmed that sine rule and cosine rule concept can be understood through STEM learning engagement because it has enabled students to obtain the appropriate mental structure at the action, process, object and schema levels. However, sustainable development needs to be done to improve mathematics learning that can build mental structures needed by students to understand mathematical concepts.
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Joutsenlahti, Jorma, i Päivi Perkkilä. "Sustainability Development in Mathematics Education—A Case Study of What Kind of Meanings Do Prospective Class Teachers Find for the Mathematical Symbol “23”?" Sustainability 11, nr 2 (16.01.2019): 457. http://dx.doi.org/10.3390/su11020457.
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In this article, our focus is on sustainable development in mathematics education from the point of view of teacher training. The aim was to develop prospective teachers’ content knowledge and pedagogical content knowledge of school mathematics. As a case study, we chose the mathematical symbol “a/b”, and examined how prospective class teachers in Finland connect it to the concepts of fraction, ratio, division, rational number or probability. Mathematics textbooks often have a central role in lessons, and they affect strongly how pupils understand concepts and the relationships between them. We chose languaging as a multi-semiotic approach to interpreting what kind of meanings the prospective class teachers gave the mathematical symbol “a/b”. The results show that some of these concepts are difficult to see at the same time from the given mathematical symbol. The concept of ratio is particularly difficult for prospective class teachers to interpret. Pictorial presentation supported the interpretations. Mathematics learning materials and teacher education should develop in accordance with the results of the study.
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Barton, Susan D., i Denise Woodbury. "Ratio Analysis: Where Investments Meet Mathematics". Mathematics Teacher 95, nr 1 (styczeń 2002): 60–68. http://dx.doi.org/10.5951/mt.95.1.0060.
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A valid argument can be made that concepts in mathematics should be studied for their own intrinsic value. Yet almost every high school mathematics teacher has heard the plaintive wail, “When will I ever use this?” Many students need to ground their understanding of mathematical concepts in a realworld setting. NCTM's Principles and Standards for School Mathematics also confirms that developing connections among mathematics, other subjects, and the world outside the classroom is important in giving the students “greater mathematical power” (2000, p. 354).
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Mailizar. "INTEGRATING GEOSPATIAL TECHNOLOGIES IN THE SECONDARY MATHEMATICS CLASSROOM". Visipena Journal 3, nr 2 (31.12.2012): 125–32. http://dx.doi.org/10.46244/visipena.v3i2.65.
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Geospatial technology refers to technology used for visualization, measurement, and analysis of phenomena that occur on the earth. Since features or phenomena that occur on earth relate to mathematical concepts, geospatial technologies have great potential to enhance mathematical learning activities. It is clear that spatial ability is very important in order to succeed in learning mathematics. Geospatial technologies such as Google Earth can facilitate students in enhancing spatial thinking. Moreover Integrating geospatial technology will facilitate learners in making the connection between mathematical concepts and the real world. Finally, the integration will enhance students’ ability in making connections between mathematical concept and their other courses. The integration will face some possible barriers such as limited availability of software and hardware and insufficient ability of the teachers.
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Saleh Haji. "NCTM’s Principles and Standards for Developing Conceptual Understanding in Mathematics". Journal of Research in Mathematics Trends and Technology 1, nr 2 (12.11.2019): 56–65. http://dx.doi.org/10.32734/jormtt.v1i2.2836.
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The purpose of this study is to develop understanding of concepts in mathematics through the application of the NCTM's Principles and Standards. This research method is descriptive. The results obtained are understanding concepts in mathematics can be developed through the application of NCTM Principles and Standards consisting of 6 principles, namely: 1. Equity, 2. Curriculum, 3. Teaching, 4. Learning, 5. Assessment, and Technology. Understanding concepts in mathematics that can be developed are: a. defining concepts verbally and in writing, b. Make examples and not examples, c. Using various symbols to present a concept, d. Change the form of representation to various forms, e. Identifying the characteristics of a concept, f. compare various concepts, and g. interpret concepts.
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Priambodo, Caka Gatot, Aulia Ar Rakhman Awaludin i Nur Alamsyah. "PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS KONSTRUKTIVISME DENGAN MULTIMEDIA INTERAKTIF UNTUK MENGAJARKAN KONSEP MATEMATIKA". AKSIOMA 8, nr 2 (30.11.2017): 59. http://dx.doi.org/10.26877/aks.v8i2.1819.
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This research aims to develop and produce constructivism based learning device using interactive multimedia to teach the valid mathematics concepts of SMP (feasible) and to know the effectiveness of constructivism based learning devices using interactive multimedia to teach math concepts. The sampling technique in this product testing experiment used simple random sampling because the sampling of sample members from the population is done randomly without considering the strata in the population. The result of research is process and result of development of learning device based on cosntruktivisme with interactive multimedia to teach mathematics concept of junior high school students valid. Mathematical learning based on constructivism using interactive multimedia to teach the concept of SMP mathematics is more effective than conventional learning on the matter of building flat side space.Keywords: Development of learning tools, constructivism, interactive multimedia, Concepts.
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Sangpom, Wasukree, Nisara Suthisung, Yanin Kongthip i Maitree Inprasitha. "Advanced Mathematical Thinking and Students’ Mathematical Learning: Reflection from Students’ Problem-Solving in Mathematics Classroom". Journal of Education and Learning 5, nr 3 (22.04.2016): 72. http://dx.doi.org/10.5539/jel.v5n3p72.
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<p>Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students’ inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In order to overcome this learning deficit, it is necessary that the concept of “reflection” be implemented in the teaching of this subject. It is believed that the adoption of this teaching concept will allow students to learn mathematics by themselves. This article is aimed at presenting mathematical problem-solving of undergraduate students on Calculus I. Concrete problems were assigned to students to participate, to improve students’ way of mathematical thinking, and to encourage the students’ mathematical learning and advanced mathematical thinking. The study was a qualitative research project conducted with first-year undergraduate students of Rajamangala University of Technology Phra Nakhon who had enrolled for Calculus I. Data were collected from interviews and field notes, along with video recordings. Findings showed that students succeeded in solving mathematical problems from simple to complex levels and using the subject fundamentals to connect to several methods of higher levels of thinking. Students also created effective means of problem-solving and applied these concepts to solve new problems.</p>
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Febriani, Winarti Dwi, i Geri Syahril Sidik. "THE EFFECT OF REALISTIC MATHEMATICS EDUCATION (RME) ON THE UNDERSTAND MATHEMATICAL CONCEPTS SKILLS OF ELEMENTARY STUDENTS USING HYPOTHETICAL LEARNING TRAJECTORY (HLT)". PrimaryEdu - Journal of Primary Education 4, nr 1 (22.02.2020): 89. http://dx.doi.org/10.22460/pej.v4i1.1509.
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The background of this research is the difficulty in teaching mathematics concepts to fourth graders in elementary school. So we need activities that can bridge the initial abilities of students with abilities that must be mastered by students. One of the alternatives that can bridge students to learn mathematical concepts is by implementing Realistic Mathematics Education (RME) learning using Hypothetical Learning Trajectory (HLT). The research is aimed to describe and analyze the existence of significant differences in improvement of students’ understanding mathematical concepts skills who learned and not learned used Realistic Mathematics Education (RME) with HLT. This research method is quasi-experimental with the pretest-postest nonequivalent design. The data collection instrument used was a understanding mathematical concepts skills test. The population of this research is all fourth grade students in one elementary school located in the district of Tawang, Tasikmalaya. The results showed that based on the data analysis N-gain scores understanding mathematical concepts skills using the Mann-Whitney U test, the value of sig. 0.033 is less than the significance level (𝛼 = 0.05), then H0 is rejected and Ha is accepted. So, it can be said that the increased understanding the mathematical concepts skills of the experimental class is higher than the control class. therefore, it can be concluded that there is a significant difference in improvement students’understanding mathematical concepts skills who learned and not learned used RME with HLT. The recommendation of this research is to conduct further research that can develop RME-based Learning Trajectory in mathematics.Keywords: Mathematics; Realistics Mathematics Education, Understanding mathematical concepts skills; Elementary education; Fraction.
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Menis, Joseph. "Student's ability to transfer basic mathematical concepts from mathematics to chemistry". Studies in Educational Evaluation 13, nr 1 (styczeń 1987): 105–9. http://dx.doi.org/10.1016/s0191-491x(87)80024-x.
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Ferreira, Susana Machado, i Vanilde Bisognin. "Construction of Mathematical and Financial Concepts based on Realistic Mathematics Education". Acta Scientiae 22, nr 5 (2.10.2020): 226–53. http://dx.doi.org/10.17648/acta.scientiae.5925.
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Context: This article presents the excerpt of a qualitative Doctorate in Science and Mathematics Teaching research. Objectives: To describe the results of a study carried out with students from an initial teacher training course. Design: From the development of a didactic sequence, a connection was sought between the ideas of Financial Education anchored by Realistic Mathematics Education (RME). Environment and participants: The study was conducted with 11 students from a Pedagogy course at a Brazilian university. Data collection and analysis: The data were collected through written records of the activities performed by the students, the observations of the classes, and the audio and video recordings. The methodology of analysis was defined considering the procedures of Content Analysis, using the modality of thematic analysis that occurs in three phases: pre-analysis, exploration of the material and treatment of the results. Results: The discussions of the problem situations developed according to the principles of RME, aroused in the students interest, curiosity, autonomy, cooperation and reflection on financial situations, showing that this approach contributed in a significant way, with the development of the didactic sequence. Conclusions: This study shows that by teaching mathematics from everyday contexts, several benefits can be achieved, such as motivation and interest to learn mathematics, and by understanding mathematical concepts, students will be able to use them for the organization of their financial life, and in a conscious, responsible and autonomous way, improve their quality of life.
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Sur, Widiya Astuti Alam. "Mathematical Construction of Definite Integral Concepts by Using GeoGebra". Mathematics Education Journal 4, nr 1 (8.03.2020): 37. http://dx.doi.org/10.22219/mej.v4i1.11469.
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The need to visualize concepts and support the materials in Mathematics learning by forming the pictures or by using existing draw, becoming what is needed by the students in improving their mathematical development and understanding. GeoGebra can combine dynamic visualization of geometry and the results of mathematical calculations simultaneously. The author examines the definite integral concept material of course, to then be explored with GeoGebra so that it is easily understood by students. The author studies the procedures for using GeoGebra, studies and constructs the concept of definite integral concepts, into a simulation and visualization in the form of GeoGebra files, which are ready to be used in the learning of definite integral concepts.
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Dahlan, Jarnawi Afgani, i Dadang Juandi. "ANALISIS REPRESENTASI MATEMATIK SISWA SEKOLAH DASAR DALAM PENYELESAIAN MASALAH MATEMATIKA KONTEKSTUAL". Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 16, nr 1 (7.04.2011): 128. http://dx.doi.org/10.18269/jpmipa.v16i1.273.
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Abstract: The purpose of this study was to examine the forms of representation constructed by primary school students in solving mathematical problems. Representation is the basis or foundation of how a student could understand and use mathematical ideas. The forms of representation, such as charts, graphs, and symbols, are essentially a long process of learning mathematics, but unfortunately these representations are often thought of and studied in its final form. Actually, representations should be given as support in the process of understanding concepts, the associations of mathematics, mathematical communication, constructing arguments, and apply mathematical concepts in everyday life through modeling. This research showed that the forms of representation constructed by the students are extremely varied. They are constructed in tables, images, patterns, and in the formal forms of mathematics (the formula). This study was also revealed that some students are able to develop forms of representation using logical mathematical processes. Students begin to formulate a representation using known premise, set the table, make conjecture, and subsequently arrange a formal representation.Keywords: mathematic representation, tables, charts, graphs, statements.
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Subanji, Subanji, i Toto Nusantara. "Thinking Process of Pseudo Construction in Mathematics Concepts". International Education Studies 9, nr 2 (25.01.2016): 17. http://dx.doi.org/10.5539/ies.v9n2p17.
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<p class="apa">This article aims at studying pseudo construction of student thinking in mathematical concepts, integer number operation, algebraic forms, area concepts, and triangle concepts. 391 junior high school students from four districts of East Java Province Indonesia were taken as the subjects. Data were collected by means of distributing the main instrument and tracer instrument to the subjects respectively. Both instruments were deployed for the purpose of digging up the construction process. The construction was clustered on the basis of the pseudo contruction cases and followed with in-depth interviews to three subjects of each case. The findings show that pseudo construction was identified in four cases. The first case was associated with integer operations, operations of algebraic form, the concept of area, and the concept of triangle. They used analogy of “in debt” to construct concepts of negative number operation. In the second case, they used objects (book, pencil, and thing) to describe variables in the algebraic form operation. For the third case, students deciphered unit area (<em>m</em><sup>2</sup>) as multiplication <em>m</em> x <em>m</em>. In the fourth case, students did not pay attention to the requirements of the triangle. Although they gave a right answer to their work, their construction concept was completely false.</p>
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Skorokhod, G. "Common Scientific Concepts In Teaching Mathematics". Physical and Mathematical Education 15, nr 1 (kwiecień 2018): 302–4. http://dx.doi.org/10.31110/2413-1571-2018-015-1-058.
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Austin, Ann M. Berghout, Belinda Blevins‐Knabe, Carrie Ota, Trevor Rowe i Shelley L. Knudsen Lindauer. "Mediators of preschoolers’ early mathematics concepts". Early Child Development and Care 181, nr 9 (18.11.2010): 1181–98. http://dx.doi.org/10.1080/03004430.2010.520711.
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Breen, Sinéad, i Ann O’Shea. "Threshold Concepts and Undergraduate Mathematics Teaching". PRIMUS 26, nr 9 (10.09.2016): 837–47. http://dx.doi.org/10.1080/10511970.2016.1191573.
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Williams, Kim, i Michael J. Ostwald. "Seed Concepts in Architecture and Mathematics". Nexus Network Journal 18, nr 2 (9.05.2016): 333–35. http://dx.doi.org/10.1007/s00004-016-0301-0.
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W.J.T.O.-T. "Mathematics and computational concepts in chemistry". Journal of Molecular Structure: THEOCHEM 152, nr 3-4 (lipiec 1987): 361. http://dx.doi.org/10.1016/0166-1280(87)80078-7.
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Cuoco, Albert A., i E. Paul Goldenberg. "A Role for Technology in Mathematics Education". Journal of Education 178, nr 2 (kwiecień 1996): 15–32. http://dx.doi.org/10.1177/002205749617800202.
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New technology poses challenges to mathematics educators. How should the mathematics curriculum change to best make use of this new technology? Often computers are used badly, as a sort of electronic flash card, which does not make good use of the capabilities of either the computer or the learner. However, computers can be used to help students develop mathematical habits of mind and construct mathematical ides. The mathematics curriculum must be restructured to include activities that allow students to experiment and build models to help explain mathematical ideas and concepts. Technology can be used most effectively to help students gather data, and test, modify, and reject or accept conjectures as they think about these mathematical concepts and experience mathematical research.
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Adawiyah, Irbah, i Ika Kurniasari. "PROFILE OF UNDERSTANDING STUDENTS’ MATHEMATICAL CONCEPT ON TRIGONOMETRY BASED ON GRASHA RIECHMANN’S LEARNING STYLE". MATHEdunesa 9, nr 1 (31.01.2020): 15–23. http://dx.doi.org/10.26740/mathedunesa.v9n1.p15-23.
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Understanding mathematical concepts is the ablitiy of students to accept material in the form of mathematical concepts and then can restate the concept, can use, utilize, an choose certain procedurs or operations in determaining a concept, and apply the concept in solving mathematical problems. Trigonometry is one of the subjects in mathematics that students’ understanding of concepts is still low. The process of understanding mathematical concepts can be seen from the learning styles that each student has. Grasha Riechman's learning style is the tendency of students to think and interact with each other in various learning environments and various experiences in the process of gaining new knowledge. The purpose of this study is to describe the profile of students’ understanding of mathematical concepts in trigonometry based on Grasha-Riechman’s learning style. Grasha-Reichman learning style consist of independent, dependent, collaborative, competitive, contributive/participant, and avoidant. This study uses qualitative approach and this type of this study in descriptive qualitative. Data collection techniques used in this study were written test and interviews. Data analysis techniques used are data reduction, data presentation, and conclusions.. The subject of this study were each one student from the existing Grasha Riechmann’s learning style type. The results show that Students who have a dependent and competitive learning style have ability to restate a concept, present concept in various mathematical representations, use or choose certain procedures in determining a concept, and apply concepts in completing mathematical problems. Students who have independent and collaborative learning style have the ability to restate a concept, present concepts in various mathematical representations, and use or choose certain procedures in determining a concept, but the have not been able to apply the concept to solving mathematical problems. Student who have avoidant learning style have the ability to present concept in various mathematical representations and use or choose procedures in determining a concept, but this student have not been able to restate a concept and apply the concept to solving mathematical problems. Student who have participant learning style only have the ability to present concepts in various mathematical representations, this student have not been able to restate a concept, use or choose procedures in determining a concepts, and apply the concept in solving mathematical problems.Keywords: Understanding mathematical concept, Trigonometry, Grasha Riechman's learning style
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Prasetyo, Herry. "IMPROVING MATHEMATIC CONNECTION AND COMMUNICATION CAPABILITY AND SELF-CONCEPT OF VOCATIONAL SCHOOL STUDENTS THROUGH THE SAINTIFIC APPROACH TO THE SETTINGS OF JIGSAW COOPERATIVE LEARNING MODELS". (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 2, nr 3 (25.10.2019): 121. http://dx.doi.org/10.22460/jiml.v2i3.p121-130.
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This research was aimed at examining the improving mathematical connection and communication ability and self-concept of vocational students through cooperative learning of jigsaw so that they were able to be more motivated in learning mathematics, more understanding mathematics learning itself and to apply it in everyday life. This research method was a quasi-pretest-posttest experiment that applied a jigsaw cooperative learning model. This study involved two groups of students who studied about mathematical connection and communication skills and students' self-concepts. The instruments used were in the form of mathematical connection and communication skills, as well as student self-concept questionnaires. The research instruments were firstly tested for validity (logical and empirical), reliability, distinguishing features and the level of difficulty of the questions. The achievement of mathematical connections and communication skills and the self-concept of students who got learning with a scientific approach to the type of cooperative learning model jigsaw was better than students who only learned the scientific approach. In this study there was also an association between the ability of connections with mathematical communication of students in the high category. There was an association between the ability of connections with students' self-concepts in the high category. There was an association between mathematical communication skills and students' self-concepts in the high category.
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Ersen, Zeynep Bahar. "Preservice Mathematics Teachers’ Metaphorical Perceptions towards Proof and Proving". International Education Studies 9, nr 7 (28.06.2016): 88. http://dx.doi.org/10.5539/ies.v9n7p88.
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<p class="apa">Since mathematical proof and proving are in the center of mathematics; preservice mathematics teachers’ perceptions against these concepts have a great importance. Therefore, the study aimed to determine preservice mathematics teachers’ perceptions towards proof and proving through metaphors. The participants consisted of 192 preservice mathematics teachers in a public university in Aegean Region. As a data collection tool, to reveal preservice mathematics teachers’ metaphorical perceptions towards the proof and proving, the form that includes the blanks in the sentences “Mathematical proof is like… Because…” and “Mathematical proving is like… Because…” Data was analyzed using content analysis method. Sixteen themes about the concept of proof and twenty themes about the concept of proving were composed. After taking a specialist opinion, Miles&Huberman’s reliability co-efficient was calculated .92. According to the research results; preservice mathematics teachers had positive perceptions for mathematical proof; but in the matter of proving, they had negative perceptions.As a recommendation, it should be conducted to present why preservice mathematics teachers’ perceptions about proof and proving are negative by using depth interviews.</p>
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Kuncorowati, R. H., Mardiyana Mardiyana i D. R. S. Saputro. "The Analysis of Student’s difficulties Based on Skemp’s Understanding Theorem at The Grade VII in Quadrilateral Topic". International Journal of Science and Applied Science: Conference Series 2, nr 1 (10.12.2017): 318. http://dx.doi.org/10.20961/ijsascs.v2i1.16736.
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<p class="Abstract">In learning process must be found the student’s learning difficulties. The difficulties blocked students in learning process caused by several internal factors(talent, motive, intelligence, motivation) and external factors (family, teachers, peers). The student difficulty in learning general is caused by the lack of understanding of mathematical concepts. Skemp states that there are two types of mathematical concepts understanding, namely instrumental understanding and relational understanding. The purpose of research in this article is to describe the students' difficulties to solve the problem in a quadrilateral topic based on Skemp's Understanding theory. Skemp’s Understanding theory indicators include : students ability to classify objects based on requirements that can build this concept, students ability to apply this concept with algorithm , students ability to giving examples of a concept, students ability to present the concept in mathematics representation, students ability to relating various mathematical concepts, and the ability to develop the necessary terms and conditions is quite a concept. This research was designed in qualitative research. The data was collected by test and interview. The results show that the most difficult is about the students ability to relating various mathematical concepts.</p>
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Foisack, Elsa. "Deaf Children’s Concept Formation in Mathematics". Journal of Cognitive Education and Psychology 4, nr 3 (styczeń 2005): 375–76. http://dx.doi.org/10.1891/194589505787382685.
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The question of why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts: the concept of multiplication with whole numbers and the concept of length.Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language is illuminated.The children in this study were pupils in a School for the Deaf, a bilingual school with the languages Swedish Sign Language and Swedish. Seven 11-year-old pupils, all the pupils in one group in grade 4, were studied. Video recordings were made of pupil-teacher interactions in problem solving situations in sign language only, with paper and pencil, with learning materials, and with real things.A large variability in the pupils’ ability to solve the problems was found depending on different factors identified by Feuerstein, e.g., self-confidence, looking for meaning, search of challenge, intention to finish the work, and use of known facts. No difference was found concerning the steps towards comprehension of the concepts for the deaf pupils in the study compared to those of hearing pupils. In accordance with earlier studies, it was found that the deaf pupils needed more time to learn mathematics than hearing pupils normally do. As a consequence, they may learn certain concepts at a later age, and the pathways towards comprehension may vary compared to those of hearing pupils. The structure of sign language and the lack of an established terminology in mathematics are also of importance.The bilingual situation for deaf pupils is a reason for developing methods of teaching mathematics to deaf pupils alternative to methods used today.
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Siregar, Majidah Khairani, i Dian Febrinal. "The Application of The Course Review Horay (CRH) Cooperative Learning Model to Understanding The Concept of Mathematics of Class VIII Students of SMPN 2 Sijunjung". JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) 6, nr 2 (30.11.2020): 47–51. http://dx.doi.org/10.36987/jpms.v6i2.1847.
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This study is based on the fact that there is not in accordance with what is expected that the understanding of mathematics concepts of students of class VIII SMPN 2 Sijunjung lesson year 2019/2020 is still lacking. This is caused by the learning process that takes place in the classroom does not actively involve students. Efforts that can be done is to apply cooperative learning model Course Review Horay type (CRH). The purpose of this study was to determine whether the understanding of mathematics concepts of grade VIII students of SMPN 2 Sijunjung by using cooperative learning model of Course Review Horay (CRH) type is better than understanding students' mathematical concept using conventional learning. The data of this research is the final test data of students' mathematical concepts comprehension obtained by giving test to the two sample classes. From the results of the t-test hypothesis analysis, it was obtained tcount = 1.936 and ttable = 1.669, so it can be concluded that the understanding of the mathematical concepts of students by using Cooperative Learning Model Course Course Horay Type (CRH) is better than the conventional learning model in students of grade VIII SMPN 2 Sijunjung.
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Utami, Citra, i Rien Anitra. "Kemampuan Pemahaman Konsep Siswa Berdasarkan Gender pada Pembelajaran Realistic Mathematics Education Berbantuan Alat Peraga PANDU". Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 6, nr 3 (6.11.2020): 475. http://dx.doi.org/10.33394/jk.v6i3.2872.
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The purpose of this study is to describe the ability to understand mathematical concepts based on gender after participating in Realistic Mathematics Education learning with the props, "Papan Pecahan dan Sudut" (PANDU). This research method was qualitative with quantitative descriptive research. The subjects in this study were fourth-grade elementary school students in Singkawang city. Data collection instruments were the researcher and the documentation of the results of the students' mathematical concept understanding ability tests. Data analysis techniques were scoring, assessment, categorization, description, and conclusion. The results showed; 1) the ability of male students to understand mathematical concepts after participating in RME learning with PANDU teaching aids had an average score of 80.35, which was in the high category; and 2) the ability of female students to understand mathematical concepts after participating in RME learning with PANDU teaching aids had an average of 78.52, which was in the high category. Based on the results of this study, it can be concluded that there is no difference in the ability to understand mathematical concepts between male students and female students after participating in RME learning assisted with PANDU teaching aids.
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Yih, Jeng Ming. "Management of Basic Mathematic Concepts for Cognition Diagnosis". Advanced Materials Research 1079-1080 (grudzień 2014): 679–82. http://dx.doi.org/10.4028/www.scientific.net/amr.1079-1080.679.
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Knowledge Management of Mathematics Concepts was essential in educational environment. The purpose of this study is to provide an integrated method of fuzzy theory basis for individualized concept structure analysis. This method integrates Fuzzy Logic Model of Perception (FLMP) and Interpretive Structural Modeling (ISM). The combined algorithm could analyze individualized concepts structure based on the comparisons with concept structure of expert. The empirical data is Basic Mathematic test of Junior College students. The object of concept advanced interpretive structural modeling (CAISM) is to provide individualized hierarchy structure of knowledge of examinees based on response patterns of tests. It shows that knowledge structures will be feasible for remedial instruction and this procedure will also useful for cognition diagnosis.