scholarly journals Mathematical Representation Competency in Relation to Use of Digital Technology and Task Design—A Literature Review

Mathematics ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 444
Author(s):  
Mathilde Kjær Pedersen ◽  
Cecilie Carlsen Bach ◽  
Rikke Maagaard Gregersen ◽  
Ingi Heinesen Højsted ◽  
Uffe Thomas Jankvist
Keyword(s):  
Literature Review ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Boundary Object ◽  
Mathematical Representation ◽  
Mathematical Activity ◽  
Semiotic Representations ◽  
Starting Point ◽  
Mathematics Teaching And Learning ◽  
And Task

Representations are crucial to mathematical activity, both for learners and skilled mathematicians. Digital technologies (DT) to support mathematical activity offer a plethora of new possibilities, not least in the context of mathematics education. This paper presents a literature review on representations and activation of students’ representation competency when using DT in mathematics teaching and learning situations. It does so with a starting point in task designs involving digital tools aiming to activate representation competency, drawing on the notion of Mathematical Digital Boundary Object (MDBO). The 30 studies included in the literature review are analyzed using Duval’s registers of semiotic representations and the representation competency from the Danish KOM framework. The results reveal a clear connection between the mathematical topics addressed and the types of representation utilized, and further indicate that certain aspects of the representation competency are outsourced when DT are used. To activate the representation competency in relation to the use of DT, we offer five suggestions for consideration when designing mathematical tasks. Finally, we raise the question of whether DT create new representations or merely new activities.

How Can Digital Technology Enhance Mathematics Teaching and Learning?

2020 ◽  
pp. 216-243
Author(s):  
Monika Dockendorff
Keyword(s):  
Learning Environments ◽  
Digital Technology ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematics Teacher Education ◽  
Teacher Education Programs ◽  
Interactive Software ◽  
Education Programs ◽  
Mathematics Teaching And Learning

As digital technology becomes more ubiquitous in society and education, mathematics teachers are expected to design and integrate technology-enriched learning environments effectively. This task encompasses many challenges, but primarily, it entails the identification of how technology may produce insights. This study examines several categories of core mathematical processes that can be enhanced by the integration of dynamic interactive software such as identifying properties, connecting multiple representations, and solving problems, among others. The process of visualization appears at the center of dynamic and interactive mathematics learning environments. Evidence of its functionality and the benefits it reports to the teaching and learning process for each category is presented. Further discussion on the challenges that mathematics teacher education programs and teachers face—not only in their digital competences but also in the role they play—are outlined.

scholarly journals PENELITIAN IMPLEMENTASI PEMBELAJARAN MATEMATIKA BAGI ANAK BERKEBUTUHAN KHUSUS DI INDONESIA

2021 ◽  
Vol 10 (3) ◽  
pp. 1293
Author(s):  
Ragil Fitriani ◽  
Rully Charitas Indra Prahmana
Keyword(s):  
Literature Review ◽  
Special Needs ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Children With Special Needs ◽  
Research Technology ◽  
Comprehensive Information ◽  
Mathematics Teaching And Learning ◽  
The Republic

Sejumlah penelitian terkait implementasi pembelajaran matematika pada anak berkebutuhan khusus (ABK) telah banyak dilakukan di Indonesia dan terpublikasi dalam jurnal-jurnal nasional terakreditasi. Namun, belum ada survei artikel mengenai penelitian-penelitian implementasi pembelajaran matematika pada ABK di Indonesia. Sehingga, tujuan dari penelitian ini adalah untuk mengklasifikasikan seluruh penelitian tersebut ke dalam beberapa kategori yang berhubungan dengan penelitian implementasi pembelajaran matematika pada ABK di Indonesia. Penelitian ini menggunakan metode Systematic Literature Review (SLR) yang digunakan untuk mengindentifikasi, mengkaji, mengevaluasi, dan menafsirkan penelitian-penelitian pada topik implementasi pembelajaran matematika pada ABK di Indonesia. Data yang digunakan berasal dari 17 artikel yang terdapat dalam 13 jurnal pendidikan matematika yang telah terakreditasi oleh Kementrian Riset, Teknologi, dan Pendidikan Tinggi Republik Indonesia pada kategori Sinta 1 dan 2. Hasil penelitian ini mengelompokkan seluruh artikel yang di analisis ke dalam lima kategori, yaitu subjek, jenjang pendidikan, materi, kemampuan siswa, dan metode yang digunakan dalam penelitian-penelitian tersebut. Hasil ini berkontribusi dalam memberikan informasi yang komprehensif terkait tren penelitian implementasi pembelajaran matematika pada ABK di Indonesia, sehingga nantinya dapat menjadi rekomendasi dan ide awal dalam penelitian implementasi pembelajaran matematika bagi ABK selanjutnya. AbstractSeveral studies related to implementing mathematics learning in Children with Special Needs have been widely carried out in Indonesia and published in accredited national journals. However, there has been no article survey on research on mathematics learning for children with special needs in Indonesia. Thus, the purpose of this study is to classify all of these studies into several categories related to research on the implementation of mathematics learning in children with special needs in Indonesia. This study uses the Systematic Literature Review (SLR) method, which is used to identify, review, evaluate, and interpret research on implementing mathematics learning for children with special needs in Indonesia. The data used comes from seventeen articles contained in thirteen mathematics education journals that have been accredited by the Ministry of Research, Technology and Higher Education of the Republic of Indonesia in the Sinta 1 and 2 categories. The results of this study grouped all analyzed articles into five categories, such as subject, level of education, topic, student abilities, and research methods used in these studies. It also contributes comprehensive information about research trends in implementing mathematics learning for children with special needs in Indonesia. Later, they can become recommendations and initial ideas in research on implementing mathematics teaching and learning for children with special needs.

scholarly journals Relação Professor-Aluno e Afetividade: um Estudo Sobre Dissertações e Teses Produzidas nos Últimos Sete Anos

2021 ◽  
Vol 22 (4) ◽  
pp. 593-599
Author(s):  
Luciano Amorim Cordeiro ◽  
Angelica da Fontoura Garcia Silva
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Mathematical Education ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Education Personnel ◽  
Mathematics Teaching And Learning ◽  
Student Relationship ◽  
Theses And Dissertations

ResumoEste artigo analisa dissertações e teses brasileiras, produzidas entre 2013 e 2020, que investigam questões ligadas à relação professor-aluno e à afetividade observadas nos anos finais do Ensino Fundamental. Para desenvolver este estudo, foi realizada uma Revisão Sistemática de Literatura (RSL), por meio da qual se buscou, na Plataforma Digital Brasileira de Teses e Dissertações (BDTD) e no Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), estudos que tratassem da temática aqui apresentada. Utilizando os critérios de inclusão e exclusão foram selecionadas uma tese e três dissertações. Para esta pesquisa foram consideradas como categorias de análise: objetivo, fundamentação teórica, participantes envolvidos, procedimentos de coleta de dados e principais resultados. Nas investigações analisadas foram observados indícios de consenso quanto ao papel fundamental desempenhado pelo professor nas relações de afetividade. É por meio da elaboração de situações contextualizadas e de uma condução que prioriza o bom relacionamento com seus alunos que são identificadas melhorias nos processos de ensino e aprendizagem da Matemática, proporcionado por uma aprendizagem significativa. De modo geral, a análise dos estudos permitiu identificar que há poucas produções que abordam a temática, uma vez que se foram encontradas apenas duas pesquisas desenvolvidas em programas de Educação Matemática, apontando a necessidade do desenvolvimento de pesquisas. Palavras-chave: Educação Matemática. Relações Afetivas. Revisão Sistemática de Literatura. AbstractThis article analyzes Brazilian dissertations and theses, produced between 2013 and 2020, which investigate issues regarding the teacher-student relationship and affectivity observed in the final years of elementary school. In order to develop this study, a Systematic Literature Review (RSL) was carried out through which studies that dealt with the theme presented here were searched, in the Brazilian Digital Platform of Theses and Dissertations (BDTD) and in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (Capes),. Using the inclusion and exclusion criteria, a thesis and three dissertations were selected. For this research, the following analysis categories were considered: objective, theoretical foundation, participants involved, data collection procedures and main results. In the investigations analyzed, there was evidence of consensus regarding the fundamental role played by the teacher in the affection relationships. It is through the elaboration of contextualized situations and a conduct that prioritizes the good relationship with their students that improvements in the Mathematics teaching and learning processes are identified, provided by a meaningful learning. In general, the analysis of the studies allowed to identify that there are few productions that address the theme, since it was found only two researches developed in Mathematics Education programs pointing out the need for the development of studies. Keywords: Mathematical Education. Affective Relationships. Systematic Literature Review.

scholarly journals Classroom Methodologies for Teaching and Learning Ordinary Differential Equations: A Systemic Literature Review and Bibliometric Analysis

Mathematics ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 745
Author(s):  
Esperanza Lozada ◽  
Carolina Guerrero-Ortiz ◽  
Aníbal Coronel ◽  
Rigoberto Medina
Keyword(s):  
Literature Review ◽  
Differential Equations ◽  
Ordinary Differential Equations ◽  
Bibliometric Analysis ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Actual Knowledge ◽  
Starting Point ◽  
Shed Light

In this paper, we develop a review of the research focused on the teaching and learning of ordinary differential equations with the following three purposes: to get an overview of the existing literature of the topic, to contribute to the integration of the actual knowledge, and to define some possible challenges and perspectives for the further research in the topic. The methodology we followed is a combination of a systematic literature review and a bibliometric analysis. The contributions of the paper are given by the following: shed light on the latest research in this area, present a characterization of the actual research lines regarding the teaching and learning of ordinary differential equations, present some topics to be addressed in the next years and define a starting point for researchers who are interested in developing research in this field.

Reflections on Practice: Redefining Success in Mathematics Teaching and Learning

2000 ◽  
Vol 5 (6) ◽  
pp. 378-386
Author(s):  
Margaret Schwan Smith
Keyword(s):  
Student Engagement ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematical Understanding ◽  
Mathematical Tasks ◽  
Starting Point ◽  
Teachers And Students ◽  
Current Reform ◽  
Mathematics Teaching And Learning ◽  
High Level

Amajor goal of current reform efforts is to help students learn mathematics with understanding. “Good” mathematical tasks are an important starting point for developing mathematical understanding, but selecting and setting up good tasks does not guarantee a high level of student engagement (Smith and Stein 1998). Using such tasks can, and often does, present challenges for teachers and students.

DIGITAL TRANSFORMATION IN EDUCATION: ACTIVE LEARNERS

2019 ◽  
pp. 14-21
Author(s):  
Sevinç GÜLSEÇEN
Keyword(s):  
Computer Games ◽  
Digital Technology ◽  
Electronic Music ◽  
Teaching And Learning ◽  
Active Role ◽  
Digital Transformation ◽  
Technology Literacy ◽  
Digital Television ◽  
Student Centered ◽  
Student Centered Learning

It is argued that the digital technology has made possible the vast range of applications and media forms including virtual reality, digital special effects, digital film, digital television, electronic music, computer games, multimedia, the Internet, the World Wide Web, digital telephony and so on [8]. Digital transformation has been particularly influential in new directions of society.Providing schools with digital technology promises a high return on investment. The presence of computers and Internet access raises technology literacy and skills, better preparing the future generations to participate in the information society [12]. To this end, schools represent ideal access points because they cover a large part of the population, especially in developing countries. Starting from 1990s, many educators have been realised the potential of Internet for educational purposes and began to introduce it into classrooms. According to [10] the popularity of web-based teaching and learning lies in the strengths of its distributed nature and the case of its browsing facility. Both the use of digital technology and increased interest in student-centered learning may lead to a significant change of the teacher’s role, as well as the recognition of the active role of the learner in the learning process.

PENERAPAN PEMBELAJARAN METODE DISKUSI UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA PADA PEMBELAJARAN IPS TERPADU DI KELAS VIII.B SMP NEGERI 5 KOTA SOLOK

2019 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
Erma Yenis
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Good Teaching ◽  
Starting Point ◽  
Class Viii

Abstractlearning process  good teaching  can create a situation that allows children to learn, so that is the starting point of the success of teaching. The low quality of education depends on the management of the teaching and learning process which can be interpreted as being less effective in the teaching and learning process, the causes: (1) Low learning activities, (2) Inadequate facilities and infrastructure. The case in Solok City Middle School, the low level of student learning activities allegedly influenced the low student learning outcomes. Based on observations on class VIII A which included the superior class had not yet achieved the desired completeness, the class with the least completeness was class VIII B which was 33.33% with KKM 65 criteria. Seeing this reality, teachers were required to motivate students and foster enthusiasm student learning. Therefore, to foster students' enthusiasm for learning, the author tries to apply student learning activities through discussion methods in small groups.Keywords: Learning, discussion AbstrakProses belajar mengajar yang baik dapat menciptakan situasi yang mmemungkinkan anak belajar, sehingga merupakan titik awal keberhasilan pengajaran. Rendahnya mutu pendidikan tergantung pada pengelolaan proses belajar mengajar yang dapat diartikan kurang efektifnya proses belajar mengajar, penyebabnya: (1) Rendahnya aktifitas belajar,  (2) Sarana dan prasarana yang belum memadai. Kasus pada SMP Negeri % Kota Solok rendahnya aktifitas belajar siswa diduga berpengaruh terhadap rendahnya hasil belajar siswa. Berdasarkan pengamatanpada  kelas VIII A yang termasuk kelas unggul belum mencapai ketuntasan yang di inginkan, sedangkan kelas yang paling sedikit ketuntasannya adalah kelas VIII B yaitu sebanyak 33,33 % dengan kriterian KKM 65. Melihat kenyataan tersebut, guru dituntut untuk dapat memotivasi siswa dan menumbuhkan semangat belajar siswa. Karena itu, untuk menumbuhkan semangat belajar siswa, penulis mencoba untuk menerapkan aktivitas belajar siswa melalui metode diskusi dalam kelompok kecil. Kata kunci: Pembelajaran, diskusi

Teaching Music Theory

2020 ◽  
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Music Theory ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Real Life ◽  
Aural Skills ◽  
New Faculty ◽  
Music Therapist ◽  
Starting Point ◽  
Teaching Music

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

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