scholarly journals Bridging Symbolic Computation and Economics: A Dynamic and Interactive Tool to Analyze the Price Elasticity of Supply

2019 ◽  
Vol 24 (4) ◽  
pp. 87 ◽  
Author(s):  
Jorge M. Andraz ◽  
Renato Candeias ◽  
Ana C. Conceição
Keyword(s):  
Digital Technology ◽  
Computer Algebra System ◽  
Educational Software ◽  
Distributed Application ◽  
Student Activity ◽  
Wolfram Mathematica ◽  
Interactive Tool ◽  
Teachers And Students ◽  
Theoretical Results ◽  
Document Format

It is not possible to achieve the objectives and skills of a program in economics, at the secondary and undergraduate levels, without resorting to graphic illustrations. In this way, the use of educational software has been increasingly recognized as a useful tool to promote students’ motivation to deal with, and understand, new economic concepts. Current digital technology allows students to work with a large number and variety of graphics in an interactive way, complementing the theoretical results and the so often used paper and pencil calculations. The computer algebra system Mathematica is a very powerful software that allows the implementation of many interactive visual applications. Thanks to the symbolic and numerical capabilities of Mathematica, these applications allow the user to interact with the graphical and analytical information in real time. However, Mathematica is a commercially distributed application which makes it difficult for teachers and students to access. The main goal of this paper is to present a new dynamic and interactive tool, created with Mathematica and available in the Computable Document Format. This format allows anyone with a computer to use, at no cost, the PES(Linear)-Tool, even without an active Wolfram Mathematica license. The PES(Linear)-Tool can be used as an active learning tool to promote better student activity and engagement in the learning process, among students enrolled in socio-economic programs. This tool is very intuitive to use which makes it suitable for less experienced users.

scholarly journals Dynamic and Interactive Tools to Support Teaching and Learning

2021 ◽  
Vol 27 (1) ◽  
pp. 1
Author(s):  
Ana C. Conceição
Keyword(s):  
Digital Technology ◽  
Teaching And Learning ◽  
Classroom Learning Environment ◽  
Learning Tools ◽  
Technological Learning ◽  
Student Activity ◽  
Wolfram Mathematica ◽  
Interactive Tools ◽  
Theoretical Results ◽  
Document Format

The use of technological learning tools has been increasingly recognized as a useful tool to promote students’ motivation to deal with, and understand, mathematics concepts. Current digital technology allows students to work interactively with a large number and variety of graphics, complementing the theoretical results and often used paper and pencil calculations. The computer algebra system Mathematica is a very powerful software that allows the implementation of many interactive visual applications. The main goal of this work is to show how some new dynamic and interactive tools, created with Mathematica and available in the Computable Document Format (CDF), can be used as active learning tools to promote better student activity and engagement in the learning process. The CDF format allows anyone with a computer to use them, at no cost, even without an active Wolfram Mathematica license. Besides that, the presented tools are very intuitive to use which makes it suitable for less experienced users. Some tools applicable to several mathematics concepts taught in higher education will be presented. This kind of tools can be used either in a remote or classroom learning environment. The corresponding CDF files are made available as supplement of the online edition of this article.

Generation of Correlated Logistic-Normal Random Variates for Medical Decision Trees

1998 ◽  
Vol 37 (03) ◽  
pp. 235-238 ◽  
Author(s):  
M. El-Taha ◽  
D. E. Clark
Keyword(s):  
Monte Carlo ◽  
Decision Trees ◽  
Computer Algebra ◽  
Taylor Series ◽  
Computer Algebra System ◽  
Random Variable ◽  
Monte Carlo Analysis ◽  
Normal Random Variable ◽  
Medical Decision ◽  
Theoretical Results

AbstractA Logistic-Normal random variable (Y) is obtained from a Normal random variable (X) by the relation Y = (ex)/(1 + ex). In Monte-Carlo analysis of decision trees, Logistic-Normal random variates may be used to model the branching probabilities. In some cases, the probabilities to be modeled may not be independent, and a method for generating correlated Logistic-Normal random variates would be useful. A technique for generating correlated Normal random variates has been previously described. Using Taylor Series approximations and the algebraic definitions of variance and covariance, we describe methods for estimating the means, variances, and covariances of Normal random variates which, after translation using the above formula, will result in Logistic-Normal random variates having approximately the desired means, variances, and covariances. Multiple simulations of the method using the Mathematica computer algebra system show satisfactory agreement with the theoretical results.

PENERAPAN STRATEGI MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR IPS KELAS IV SDN 005 KOTO SENTAJO KECAMATAN SENTAJO RAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 444
Author(s):  
Fuji Nengsih
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Activity Cycle ◽  
Student Activity ◽  
Teachers And Students ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Daily Test

IPS learning is a science of socio-cultural phenomena, and economics. IPS education in primary schools aims todevelop student potential. This study is a classroom action research that aims to improve the learning processwith the ultimate impact of improved learning outcomes. Data obtained on teacher activity cycle II percentage62.5% and 71% at the second meeting. Cycle II the percentage of teacher activity 83% and 92% at the secondmeeting whereas in student activity on cycle I with percentage 50% and second meeting 62,5% increase in cycleII become 75% and 88% at second meeting cycle II. The activity of teachers and students influences the IPSlearning result data with average views on the initial data 68.3, increased to 79.8 and in the daily test II with anaverage of 89.5. The conclusions in this study are make-match strategies effective in improving IPS learningoutcomes.

scholarly journals Efektivitas Penerapan Model Pembelajaran Kooperatif Quick on The Draw

2020 ◽  
Vol 10 (3) ◽  
pp. 187-197
Author(s):  
Wayan Mahardika Prasetya Wiratama
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Student Response ◽  
Subject Group ◽  
Vocational High School ◽  
Student Responses ◽  
Student Activity ◽  
School Study ◽  
Teachers And Students

This research is expected to provide an overview and information on the effectiveness of the ‘Quick on the Draw’ cooperative learning model implementation, so that it can be used as a reference material and develop it in a vocational high school study. This research is a classroom action research, aiming to improve the quality or solving problems occurring in a subject group that is researched and observed as a level of success or impact of his actions. The effectiveness of the model is assessed by student activity, student learning outcomes, and student response to the use of the model. The total score of the student activity observation is 87.5% (85% < RA ≤ 100%) in ‘very active’ category. The percentage of students that are collectively completed is 100%, which means that the criteria for the effectiveness of learning devices are met. The interval of the student responses received from the average from student response poll became the class response, where the response of this class is at the range of 3.2 (͞R ≥ 3), meaning the average of overall response is positive and meet the criteria of the learning device effectiveness. The use of this learning model is expected to address the problems often faced by both teachers and students.

Discrete mathematics

2019 ◽  
Author(s):  
Виктор Ходаков ◽  
Viktor Hodakov ◽  
Надежда Соколова ◽  
Nadezhda Sokolova
Keyword(s):  
Mathematical Logic ◽  
Discrete Mathematics ◽  
Historical Information ◽  
Fractal Sets ◽  
Formal Systems ◽  
Teachers And Students ◽  
Basic Concepts ◽  
Theoretical Results

The training guide is devoted to the presentation of the foundations of discrete mathematics. The main sections are presented: theories of sets, mathematical logic, relations, formal systems, algorithms, algebras, combinatorics, graphs, fractal sets. The theoretical material is illustrated by a large number of examples. The guide includes not only basic concepts and theoretical results, but also methods and algorithms for solving applied tasks. Addressed primarily to teachers and students of higher technical universities, but it can be useful to those who are wish to study it independently. With this goal, a large number of tasks are included, for the knowledge control and the system of assessing them. In each section there are two-level test tasks. The first level – tests to check the compulsory minimum of knowledge, the second – tasks of full complexity. The historical information about scientists who contributed to the development of discrete mathematics is given.

scholarly journals Problem-Based Learning and its Impact on the Achievement of First medium Grade Students in Mathematics in Al-Baha Region - Saudi Arabia

2017 ◽  
Vol 1 (10) ◽  
Author(s):  
Hamad Ayed Saad Al Ghamdi
Keyword(s):  
Mathematics Achievement ◽  
Educational Software ◽  
Problem Based Learning ◽  
First Grade ◽  
Control Group ◽  
Student Activity ◽  
Significant Difference ◽  
Teacher's Guide ◽  
Level Of Significance ◽  
Experimental Group

The study aimed to identify the effect of problem-based learning on the achievement of first grade students in mathematics. The researcher followed the semi-empirical approach by examining the effect of the independent variable at its three levels (the "problem-based learning" method, the "problem-based learning with the use of learning software" method and the "usual" method); The sample of the study consisted of (69) students from the first grade in the second semester of the academic year 1431-1432. The sample students were divided into three groups: the first of which was an experiment that was taught in a "problem-based learning" "Problem-based learning with the use of educational software", and the third was an officer taught in the "usual" manner, and the number of members of each group (23) students. The researcher prepared the [teacher's guide (1), the student activity record (1) for the first experimental group, the teacher's guide 2, and the student activity record 2 for the second experimental group, according to the proposed teaching methods in the engineering, ). The study groups were subjected to a pre - and post - mental test to measure the levels of memory and comprehension. The test consisted of (30) questions. It was prepared, tuned, codified, verified, and fixed to measure the differences between the average scores of the students of the three groups. The researcher used the data analysis statistically (ANCOVA), Alpha Kronbach and T-Test to validate the hypotheses. The study found the following results: There is a statistically significant difference at the level of significance (aa) 0.05) among the average scores of the first experimental group students who studied "problem-based learning", which obtained an average of (18.83) and the scores of the control group students and obtained an average of (14.87) in mathematics achievement for the experimental group. There was a statistically significant difference at the level of significance (aa 0.05) between the average scores of the students of the second experimental group who studied the method of "problem-based learning with the use of educational software", which obtained an average of (23.21) and the grades of students of the control group in the achievement of mathematics I got an average (14.87), for the benefit of the experimental group. There was a statistically significant difference at the mean level (aa 0.05) between the average scores of the students of the first experimental group, which obtained an average of (18.83) and the scores of the students of the second experimental group, which obtained an average of (23.21) in mathematics achievement for the second experimental group. Based on the results, the study recommended a set of recommendations for the activation of problem-based learning. In addition to some important proposals ..

scholarly journals PEMATUHAN MAKSIM KUANTITAS GRICE PADA TUTURAN GURU DALAM INTERAKSI KELAS BAHASA ARAB DI MA AL MUNAWAROH JOMBANG

2021 ◽  
Vol 4 (2) ◽  
pp. 293
Author(s):  
Lailatul Qomariyah ◽  
Ahmad Sauqi Ahya
Keyword(s):  
Speech Act ◽  
Interactive Learning ◽  
Qualitative Case Study ◽  
Classroom Interaction ◽  
Case Study Approach ◽  
Student Activity ◽  
Study Approach ◽  
Teachers And Students ◽  
Class Interaction

<p><em>The teacher's speech dominates in interactive activities with students in learning Arabic. To realize communicative and interactive learning, the teacher obeys the maxim of quantity proposed by Grice, which is to speak as briefly and clearly as possible so that the information conveyed can be understood easily. This article examines how to comply with Grice's maxim of quantity in the teacher's speech in Arabic class interaction. This research uses a qualitative case study approach in which data is collected through the documentation method and then analyzed using an interactive method. The results of this study are, the observance of the maxim of quantity in the teacher's speech is used in several categories; namely, 1) Requestives "begging", 2) Requestives "Praying"; 3) Requestives Ask; 4) Questions "ask"; 5) Questions "probing", and 6) Prohibitives "Prohibiting". Compliance with the maxim of quantity in Arabic classroom interactions between teachers and students positively impacts student activity and makes learning more conducive.</em></p><p><strong><em>Keywords: </em></strong><em>the maxim of quantity, Speech act, classroom interaction.</em></p>

scholarly journals Thematic Approaches to Improve Learning Outcomes Students on A Clean And Healthy Life Theme

2020 ◽  
Vol 3 (3) ◽  
pp. 1135
Author(s):  
Agung Heri Wibowo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Healthy Life ◽  
Student Activity ◽  
Average Value ◽  
Teachers And Students ◽  
Thematic Approach ◽  
Improve Student Learning

<p><em>The purpose of this research is to improve mastery of learning. One of the approaches used in the learning process is a thematic approach. This research uses classroom action research (PTK). The techniques used were data collection techniques using: (1) observation sheets (teachers and students), (2) test questions then analyzed using a percentage formula. The results of this study indicate that (1) the teacher activity in the first cycle with an average score of 2.91 in the sufficient category and in the second cycle the average score of 4.52 was in the very good category (2) the student activity in the first cycle with an average value of 2.86 was in the sufficient category and in the second cycle got an average value of 4.42 in the very good category. While student learning outcomes in the first cycle with a percentage value of 60.3%, and in the second cycle with a percentage value of 86.7%. Based on the results of the research, it can be concluded that with a thematic approach to the theme of Clean and Healthy Living can improve student learning outcomes in the class of SDN Kedungoleng 06.</em></p>

scholarly journals PENERAPAN METODE KOPERATIF TIPE SAVI (SOMATIC AUDITORY VISUAL AND INTELLECTUAL) ANIMASI KOMPUTASI SEDERHANA UNTUK MENINGKATKAN KETUNTASAN BELAJAR KIMIA PADA MATERI IKATAN KIMIA SISWA KELAS X-6 MAN RUKOH KOTA BANDA ACEH

2017 ◽  
Vol 2 (2) ◽  
pp. 185
Author(s):  
Djamaluddin Husita
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Chemical Bonding ◽  
Action Observation ◽  
Mastery Learning ◽  
Learning Needs ◽  
Activity Class ◽  
Student Activity ◽  
Teachers And Students ◽  
Banda Aceh

Chemical bonding materials including abstract material so that learning needs to be visualized to make students more easily understand. Associated with it, has been carried out action research (PTK) with the title: Implementation Method Cooperative Type SAVI (Somatic Auditory Visual and Intellectual) Using Animation Computing Simple to Improve Learning Outcomes Chemistry in Materials Institute of Chemistry Class X-6 MAN Rukoh Banda Aceh , This study aims to determine the improvement of learning outcomes and student motivation in the concept of chemical bonding and to investigate the increasing activity of teachers and students during the learning process takes place. This classroom action research conducted in two cycles and each cycle held two meetings. In each cycle starting from planning, action, observation, assessment and reflection. The subjects were students of class X-6 MAN Rukoh Banda Aceh totaling 24 students. Results of the study in the first cycle mastery learning students 17 people (71%). While observation of teacher activity overall 71.2% (both categories) and 59.3% of student activity (enough category). In the second cycle there is an increase both student mastery learning students as well as teacher and student activity. In the second cycle mastery learning students 22 students from 24 students or 92% .. 89% of teachers activity (both categories once) and activity of students 97% (excellent category). Based on the research we concluded that using peer tutors learning model can improve learning outcomes, teacher activity and activity class X-6 MAN Rukoh Banda Aceh on chemical bonding material.

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