scholarly journals Students’ approaches while solving a non-typical geometrical problem

2020 ◽  
Vol 12 ◽  
pp. 197-210
Author(s):  
Bożena Maj-Tatsis ◽  
Marta Pytlak
Keyword(s):  
Mathematics Education ◽  
Mathematics Teacher ◽  
Mathematics Classroom ◽  
Prior Experience ◽  
Age Groups ◽  
Mathematical Concepts ◽  
Geometrical Problem ◽  
Solution Methods ◽  
Mathematical Problems ◽  
The Relationship

In the paper we present the results of two teaching episodes, which took place in two middle school classes with 13- and 14-year-old students. The students in both classes were asked to solve the same geometrical problem;then a discussion followed, in which they had to justify their solutions. In both cases the students had no prior experience in solving non-typical mathematical problems. Additionally, the students were asked to justify theiranswers, which is not a common characteristic of a ‘typical’ mathematics classroom at that level. The problem was chosen from a wider study, in which twenty classes from twenty different schools were analysed. One of theaims of the present study was to analyse the skills that require a deeper understanding of mathematical concepts and properties. Particularly, we aimed to investigate students’ different solution methods and justifications duringproblem solving. The results show considerable differences among the two classes, not only concerning the depth of investigating (which was expected due to the different age groups), but also concerning the relationship betweenachievement (as assessed by the mathematics teacher) and success in solving the problem. These results demonstrate the need for re-directing mathematics education from a pure algorithmic to a deeper thinking approach.

scholarly journals How Does Language Impact the Learning of Mathematics? Let Me Count the Ways

2007 ◽  
Vol 5 (1) ◽  
Author(s):  
Genevieve Boulet
Keyword(s):  
Mathematics Education ◽  
Current Literature ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematical Discourse ◽  
Mathematical Concepts ◽  
Teachers And Students ◽  
Key Factor

The role that language plays in the teaching and learning of mathematics is at the forefront of current literature in mathematics education. In this paper, I give particular attention to the manner in which teachers and students engage in the exploration of mathematical concepts and procedures with the goal of revealing how language impacts students’ learning. Through a series of examples of language commonly used in the mathematics classroom, I address specific issues pertaining to language used to describe mathematical processes, to read and interpret notation, and to define mathematical terms. Considering that communication is a key factor in the building of understanding, it is hoped that these examples will motivate teachers to examine and to adapt their own practices in order to cultivate productive and meaningful mathematical discourse in their classrooms.

scholarly journals Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher

2018 ◽  
Vol 7 (1) ◽  
pp. 11-24
Author(s):  
Binod Prasad Pant
Keyword(s):  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Teaching Mathematics ◽  
Algorithmic Problem ◽  
Academic Problems ◽  
Mathematical Concepts ◽  
Teaching Career ◽  
Beliefs And Practices ◽  
Mathematical Problems ◽  
Teaching Learning

I solved many mathematical problems till today - countless academic problems inside the classroom, and a few pragmatic problems outside. At the beginning of my teaching career, I spent significant time convincing my students that mathematics teaching is an algorithmic problem solving of routine mathematical items to get the correct answers. Afterwards, I slowly took a shift from doing mathematics to teaching mathematics, identifying lots of tricks, tips and techniques. I spent more than a decade to train myself with better techniques to become a better mathematics teacher seeking better achievements of students in written tests. Later on, I engaged myself as a math learner and sought the significance of the methods I employed to teach the mathematical concepts, relation, and logics. I am now at the crossroads of searching better alternatives that help students learn mathematics in a meaningful way. I frequently ask myself why I am teaching mathematics. What does a good mathematics teacher mean? What we do is largely guided by what we believe. Questioning on the widely accepted assumptions, examining the deep-rooted beliefs for the positive shift, and highlighting the epiphanies of my professional life could be very essential on becoming a transformative teacher. In this paper, I portray my narratives as a student and as a mathematics teacher to explain my shift towards becoming a transformative teacher. Through my verisimilitude narratives, I invite readers to examine their beliefs and practices on teaching mathematics, and envisage for better alternatives being aware of their limitations and contexts.

Activites for Students: Dynamic Diagrams

2001 ◽  
Vol 94 (7) ◽  
pp. 566-574
Author(s):  
Elizabeth George Bremigan
Keyword(s):  
Mathematics Classroom ◽  
Mathematical Problem ◽  
Visual Representations ◽  
Mathematical Concept ◽  
Mathematics Textbooks ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematical Problems

Reasoning with visual representations is an important component in solving many mathematical problems and in understanding many mathematical concepts and procedures. Students at all levels of mathematics frequently encounter visual representations—for example, diagrams, figures, and graphs—in discussions of mathematical ideas, in mathematics textbooks, and on tests. Teachers often use visual representations in the classroom when they present a mathematical problem, explain a problem's solution, or illustrate a mathematical concept. Although they frequently encounter and use visual representations in the mathematics classroom, neither teachers nor students may explicitly recognize the power of reasoning with visual representations or the potential for misconceptions that can arise from their use.

scholarly journals KEMAMPUAN KONEKSI MATEMATIS SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT

MATHEdunesa ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 241-250
Author(s):  
Jumrotul Mafulah ◽  
Siti Maghfirotun Amin
Keyword(s):  
Problem Solving ◽  
Mathematical Concepts ◽  
Mathematical Connections ◽  
Response Profile ◽  
Mathematical Problems ◽  
The Right ◽  
Relationship Of ◽  
The Relationship ◽  
Different Levels ◽  
Mathematical Connection

Mathematical connection ability is one of the abilities needed in solving mathematical problems. In solving problems, each student has a different way of solving it. This is due to the variety of intelligence that the students possess. This intelligence is known as Adversity Quotient (AQ). There are three levels of AQ namely climbers, campers, and quitters. This study aimed to describe the students' mathematical connections ability in solving mathematical problems related to their AQ. This research is a descriptive study with a qualitative approach carried out in Class IX of MTs Negeri Gresik consisting of three students who have different levels of AQ. The research instrument used consisted of the Adversity Response Profile (ARP) questionnaire, problem solving Test, and interview guidelines. The results of this study indicate that: at the stage of understanding the problem, climbers and campers students could retell with their language different from quitters students who change the language of questions with different meanings, at the stage of preparing a plan, climbers students understand the relationship of problems with mathematical concepts and life everyday and plan quite coherently and clearly while students campers and quitters understand the relationship of problems with mathematical concepts and everyday life and plan quite well, at the stage of implementing the plan, climbers and campers students could find the right answers while students quitters find the answers that are not yet correct, in the stage of looking back, climbers students do the checking again so that they could give the right conclusions while the campers and quitters students do not do the checks again but could provide conclusions that are quite precise. Keywords: Mathematical connection ability, mathematical problems, problem solving, adversity quotient 

scholarly journals Eksplorasi Penalaran Logis Calon Guru Matematika Melalui Pengintegrasian Pendekatan STEM dalam Menyelesaikan Soal

2020 ◽  
Vol 9 (1) ◽  
pp. 13-22
Author(s):  
Edy Setiyo Utomo ◽  
Fatchiyah Rahman ◽  
Ama Noor Fikrati
Keyword(s):  
Mathematics Education ◽  
Education Program ◽  
Mathematics Teacher ◽  
Data Interpretation ◽  
Logical Reasoning ◽  
Mathematical Achievement ◽  
Reasoning Ability ◽  
Data Presentation ◽  
Mathematical Problems ◽  
The Subject

AbstrakRendahnya kemampuan penalaran menjadi penyebab rendahnya prestasi matematika. Diperlukan solusi, diantaranya STEM. Penelitian ini bertujuan mengeksplorasi penalaran logis calon guru matematika melalui pengintegrasian pendekatan STEM dalam menyelesaikan soal matematika. Jenis penelitian yaitu kualitatif dengan pendekatan deskriptif. Subjek penelitian adalah seorang mahasiswa calon guru matematika yang dipilih secara purposive sampling. Instrumen penelitian meliputi utama dan pendukung yaitu TPL dan pedoman wawancara. Teknik analisis data meliputi reduksi data, penyajian data, interpretasi data, dan penarikan simpulan. Hasil penelitian menunjukkan subjek melakukan eksplorasi software Geogebra untuk mengidentifikasi informasi yang diperlukan sesuai pengetahuan yang dimiliki. Subjek juga melakukan beberapa teknik mengoperasikan aplikasi Geogebra, seperti dilatasi dan refleksi. Selanjutnya subjek menekankan beberapa titik-titik koordinat selama membuat grafik fungsi yang ditunjukkan software Geogebra untuk membuktikan jawabannya melalui subtistusi setiap titik-titiknya. Subjek meyakini kebenaran hasil yang ditunjukkan pada Geogebra. Pengintegrasian teknologi dalam setiap matakuliah diperlukan agar mahasiswa dapat mengembangkan penalaran logis dalam menyelesaikan masalah matematika. Logical Reasoning Exploration for Mathematics’ Candidate Teacher through Integration of STEM Approach in Solving Problem AbstractThe low reasoning ability is the reason for low mathematical achievement. A solution is needed, including STEM. This research has aimed to explore the logical reasoning of mathematics teacher candidate through integrating the STEM approach in solving a math problem in a task. This research uses descriptive qualitative. The subject of this research is the students of the mathematics education program of STKIP PGRI Jombang. These research instruments involve main and supportive that consist of TPL and interview. In analyzing data, it consists of reduction data, presentation data, interpretation data, and conclusion. The result of this research shows that the subject does exploration through "Geogebra" to identify the information which is appropriate with its knowledge. The subject also does several techniques in operating "Geogebra", such as; dilated and reflection. Moreover, the subject emphasizes several coordinate points while making a graphic of function which is shown in "Geogebra", because it is suitable for things that have already done in a worksheet. Integrating technology in each course is needed so that students can develop logical reasoning in solving mathematical problems.

Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia

2019 ◽  
Vol 1 (1) ◽  
pp. 001-006
Author(s):  
Yopi Andry Lesnussa
Keyword(s):  
Mathematics Education ◽  
Basic Education ◽  
Realistic Mathematics Education ◽  
Learning Methods ◽  
Mathematical Concepts ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Mathematic Education ◽  
The Government

Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning

How and wherer can a Mathematics Teacher Utilize his 33 Years of Teaching Experience? A Math Teacher about Teaching Mathematics-Excerpt from 33 Years of Teaching Experience

2019 ◽  
pp. 467-472
Author(s):  
Ildikó-Anna Pomuczné Nagy
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Teacher Training ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Teaching Experience ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Years Of Teaching Experience ◽  
Textbook Writing

This paper shows how a mathematics teacher can utilize his teaching experience. I have been working as a mathematics and physics teacher in Hungary for 33 years. I have taught at various levels of the education system: at elementary school, high school, teacher training college, and in teacher training too, but at most time of my job I taught at high school. I am currently working on the series of a new mathematics textbook for 10 to 14-year-old students. It is based on the traditions of the Hungarian mathematics education, but using the opportunities offered by the 21st century, it also includes modern sample tasks that fit into the curriculum, for example Geogebra files, written by me. I would like to share how I use my teaching experience in textbook writing and how I focus primarily on the didactic aspects of teaching mathematics. I pursue my PhD research in the topic of problem-solving thinking, so I study the mathematical thinking of my students studying in different school types. In my lecture, I analyse different tasks by focusing on mathematical methodological aspects. For example I will tell that I believe it is advantageous to introduce mathematical definitions with examples which are astonishing for students in order to draw attention to maths as much as possible. I will give examples of how I build my experience into the textbook in order to make the system of mathematical concepts optimal for pupils. I would like it if give you an insight into a segment the current Hungarian mathematics education, the current teaching of problem-solving thinking and the different ways of students’ thinking.

TO STUDY THE DYNAMICS OF IMMUNITY IN BLACK-AND-WHITE COWS DEPENDING ON AGE

2020 ◽  
pp. 49-52
Author(s):  
М.В. ДОВЫДЕНКОВА
Keyword(s):  
Bactericidal Activity ◽  
Phagocytic Activity ◽  
Physiological State ◽  
Age Groups ◽  
Statistical Processing ◽  
Natural Resistance ◽  
Black And White ◽  
Feeding Methods ◽  
High Degree ◽  
The Relationship

Проведена статистическая обработка сформированной базы данных показателей неспецифической резистентности MS «Excel» с целью изучения динамики иммунитета по параметрам бактерицидной, лизоцимной и фагоцитарной активности у крупного рогатого скота черно-пестрой породы разных возрастов. Было установлено, что средние значения показателей лизоцимной и бактерицидной активности у телят в 6 мес были ниже (47,89% и 49,09%, соответственно), чем у животных в 3—4 года (53,75% и 52,81%). Выведено уравнение регрессии, описывающее взаимосвязь между средними показателями фагоцитарной активности и возрастом при высокой степени достоверности (R2=0,90). Изменения лизоцимной и бактерицидной активности в зависимости от возраста были недостоверными (R2=0,58 и R2=0,49, соответственно). Установлена высокая корреляция между бактерицидной и лизоцимной активностью. Отмечена динамика изменения неспецифического иммунитета у коров различных возрастных групп. Создание баз данных и постоянный мониторинг основных показателей естественной резистентности в зависимости от различных факторов (породы, возраста, стадий лактации, кормления, способов содержания), которые влияют на данные показатели, необходимо для оценки физиологического состояния организма животных и их устойчивости к болезням. Statistical processing of the generated MS "Excel" on indicators of non-specific resistance database was carried out with the aim of studying the dynamics of the development of immunity in terms of bactericidal, lysozyme and phagocytic activity in black-and-white cattle of different ages. It was found that the average values of indicators of lysozyme and bactericidal activity in calves at 6 months were lower (47.89% and 49.09%, respectively) than in animals at the age of 3—4 years (53.75% and 52.81%). The equation of regression was derived, it describes the relationship between the average indicators of phagocytic activity and the age with a high degree of reliability (R2=0.90). The changes in lysozyme and bactericidal activity depending on age were dubious (R2=0.58 and R2=0.49, respectively). The high correlation between bactericidal and lysozyme activity was established. It was noticed that the cows of different age groups experienced the dynamics of changes in nonspecific immunity. The creation of databases and constant monitoring of the main indicators of natural resistance, depending on various factors (breed, age, stages of lactation, feeding, methods of keeping) that affect these indicators, is necessary for assessing the physiological state of the animals’ body of and their resistance to diseases.

Association between Social Media Use for Health Purpose and Depressive Symptoms: A Cross-Sectional Survey (Preprint)

2020 ◽  
Author(s):  
Hee Yun Lee ◽  
Yan Luo ◽  
Cho Rong Won ◽  
Jiyoung Lee ◽  
Jeongwon Baik
Keyword(s):  
Social Media ◽  
Depressive Symptoms ◽  
Social Networking Sites ◽  
Inverse Relationship ◽  
Age Groups ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Use Of Social Media ◽  
The Relationship ◽  
Health Purpose

BACKGROUND The use of social media or social networking sites (SNS) is increasing across all age groups, and one of the primary motives of using SNS is to seek health-related information. Although previous research examining the effect of SNS use on depression exist, studies regarding the effect of SNS use for health purpose on depression is limited. OBJECTIVE Our study aims to explore the relationship between SNS use for health purpose and depression across the four age groups (18-34 years old, 35-49 years old, 50-64 years old, and above 65 years old). METHODS A sample of 6,789 adults aged 18 and older was extracted from a 2017 and 2018 Health Information National Trends Survey (HINTS). Univariate and bivariate analyses to examine the association between each variable and four age groups were conducted. Multiple linear regression analyses to predict depression level among participants with use of SNS for health purpose were conducted. RESULTS SNS use for health purpose and depression were positively associated for three age groups but not for those 65 years or older (=0.13, P<0.05; =0.08, P<0.05; =0.09, P<0.05). Income and self-reported health status indicated an inverse relationship for all age groups. The relationship with marital status differed based on age group with 18 and 34 years old showing an inverse relationship (=-0.13, P<0.01) while 65 years or older showing a positive relationship (=0.06, P<0.05). Gender was positively associated among those in the 35-49 years old (=0.09, P<0.05) and 65 years or older (=0.07, P<0.05). Being Non-Hispanic White was positively associated with depression among 50-64 years old (=0.07, P<0.001) and 65 years or older (=0.08, P<0.05). CONCLUSIONS Age-tailored education on determining accurate and reliable information shared via SNS is needed to reduce depressive symptoms.

Prevalence of imaginary companions among Chinese children aged 4 to 6 years

2020 ◽  
Vol 48 (3) ◽  
pp. 1-11
Author(s):  
Qiyi Lin ◽  
Nan Zhou ◽  
Hong Fu
Keyword(s):  
Age Groups ◽  
Income Group ◽  
Internal Variables ◽  
Annual Income ◽  
Imaginary Companions ◽  
Socioeconomic Environment ◽  
Imaginary Play ◽  
Relationship Qualities ◽  
Different Dimensions ◽  
The Relationship

We investigated the prevalence of Chinese children's imaginary companions (ICs) and the internal variables of IC types (personified object or invisible friend) and child–IC relationship qualities (egalitarian or hierarchical child–IC relationship). Participants were 266 children aged 4 to 6 years. Only in the 5-year-old group was the proportion of children with ICs significantly higher among girls than among boys, implying that the relationship between gender and IC was not consistent across age groups. Children from families in the highest annual income group engaged in more IC play than did children from families in the lowest annual income group, indicating a relationship between family socioeconomic environment and children's imaginary play. IC types were not associated with child–IC relationship qualities in any of the age groups, implying that these qualities may represent different dimensions of IC play as early as 4 years old.

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