Ideas for improving mathematics teaching in fourth grade of primary school by using the mathematical software GeoGebra

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Zhirzheta Angelova ◽  
◽  
◽  
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Mathematics Teaching ◽  
Fourth Grade ◽  
Rectangular Parallelepiped ◽  
Basic Rule ◽  
Mathematical Software ◽  
Geometric Figure ◽  
Mathematical Concepts ◽  
Geometric Figures

In the paper studying some spatial geometric figures in 4th grade mathematics education is explored. To do this the possibilities of GeoGebra are used. For each of the figures – rectangular parallelepiped, cube, pyramid, cylinder, cone, sphere, drawings are given in order to illustrate the geometric figure as well as to ensure following the basic rule in learning and understanding mathematical concepts – varying the insignificant properties of the concept to make its significant ones stand out.

scholarly journals HISTORY OF MATHEMATICS EDUCATION IN PRIMARY SCHOOL AND IN TEACHER TRAINING IN BRAZIL

2020 ◽  
Vol 24 ◽  
Author(s):  
Wagner Rodrigues Valente ◽  
Maria Célia Leme da Silva
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Primary School ◽  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Theoretical Hypothesis ◽  
Disciplinary Field ◽  
History Of ◽  
The 19Th Century ◽  
The Relationship

Abstract This article discusses results from research developed on the transformations in mathematics teaching in primary school and the mathematics in teacher training from the 19th century to the mid-20th century in Brazil. We have analyzed the understanding of the relationship between the mathematical disciplinary field and pedagogy in order to confirm the theoretical hypothesis that the interactions between the two fields produce mathematics of different natures, which are interconnected.

Solving a Triangle in Teaching Primary School Mathematics

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Ivanka Mincheva
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Basic Problem ◽  
Short Description ◽  
School Mathematics ◽  
Sample Solution ◽  
Mathematical Software ◽  
Primary School Mathematics ◽  
Main System

The paper studies solving a triangle in primary school mathematics education. It proposes a system of problems reflecting the classification of the concept of triangle according to the sides and the angles. Each subsystem of a given main system includes a basic problem with generalized formulation and a sample solution followed by problems illustrating the basic problem. The methodological analysis encompasses some didactic components – short description, construction/drawing, sample solution, necessary component concepts, component pieces of knowledge and component problems. All drawings in the study have been made by using the mathematical software GeoGebra in order to ensure dynamism and clarity, and subsequently to achieve easier understanding of a problem and finding out its solution.

scholarly journals Dotted grid and square grid in teaching geometry in lower grades of elementary school

2021 ◽  
pp. 111-126
Author(s):  
Sanja Maričić ◽  
Jelena Stojkanović
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Primary School ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Cognitive Process ◽  
Fourth Grade ◽  
Test Results ◽  
Square Grid ◽  
Teaching Geometry

This work aims to underline the advantage of use of dotted grid and square grid as auxiliary tools for visualization in adoption of basic notions in geometry and problems solving in geometry in lower grades of elementary school. Visualization is an important part of cognitive process in mathematics while square grid and dotted grid help students visualize mathematic tasks therefore being significant. Although they are used in every grade of the initial four grades of primary school in the process of teaching geometry topics, neither students nor teachers use their advantages to a sufficient extent. The advantages of their use have been confirmed in the research conducted with the students of second and fourth grade in two primary schools. By analyzing of the obtained test results, we concluded that the use of the square grid increases the success in problem solving. Considering that notebooks with a square grid are used in mathematics teaching, the square grid should be used especially in the field of geometry.

scholarly journals Peningkatan Pemahaman Konsep Matematika dengan Menggunakan Model Realistic Mathematics Education di SDN Binangun

2021 ◽  
Vol 1 (1) ◽  
pp. 93-109
Author(s):  
Bekti Ayu Priyanti Sularso ◽  
Supriyono Supriyono ◽  
Muflikhul Khaq
Keyword(s):  
Mathematics Education ◽  
Quantitative Methods ◽  
Fourth Grade ◽  
Realistic Mathematics Education ◽  
Mathematical Concepts ◽  
Qualitative And Quantitative Methods ◽  
Average Value ◽  
School Year ◽  
Realistic Mathematics ◽  
Fourth Grade Students

This study aims to determine the increase in understanding of mathematical concepts using the Realistic Mathematics Education model in fourth-grade students at SD Negeri Binangun. The subjects in this study were fourth-grade students at SD Negeri Binangun, Need District, Purworejo Regency, totalling 21 students consisting of 14 boys and seven girls, in the 2020/2021 school year. This study used Classroom Action Research (CAR) which was conducted in two cycles, each cycle having two meetings. Data collection techniques using test instruments, observation and documentation. Data analysis was carried out with qualitative and quantitative methods. The results showed that the understanding of students' concepts had increased. This is shown in the first cycle the average value has increased by 18.7%, with an average value of 75.7. In the second cycle, the average value has increased again by 12.1%, with an average value of 87 students' conceptual understanding. 8. Thus, it can be conclude that the Realistic Mathematics Education learning model can improve knowledge of mathematical concepts in fourth-grade students at SD Negeri Binangun

Incorporating Representation-Based Instruction Into Mathematics Teaching

2019 ◽  
pp. 311-336
Author(s):  
Fadime Ulusoy ◽  
Lutfi Incikabi
Keyword(s):  
Mathematics Education ◽  
Middle School Students ◽  
Middle Schools ◽  
Instructional Strategies ◽  
Mathematics Teaching ◽  
School Students ◽  
Mathematical Concepts ◽  
Learning And Teaching ◽  
Long Time ◽  
Based Instruction

Developing students' abilities in using and selecting appropriate representations and making transformations between representations is an important issue in mathematics education. Among the mathematical concepts, fractions have always reported as a challenging issue for students in the middle schools for a long time. In this sense, researchers have suggested the use of different representations in learning and teaching of fractions in order to enhance students' conceptual understandings of fractions. Based on this suggestion, we provide some activities for engaging middle school students with multiple representations of fractions by focusing on addition operation. These activities are focused on the need to identify appropriate instructional strategies to enhance students' communication and critical thinking, thus improving their academic performance in mathematics.

Ideas for Improving Mathematics Teaching by Using the GeoGebra Mathematical Software

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Zhorzheta Angelova ◽  
◽  
Ivanka Mincheva ◽  
◽  
Keyword(s):  
Mathematics Teaching ◽  
Mathematical Software ◽  
Mathematical Concepts ◽  
Main Requirement

This paper deals with some uses of the GeoGebra mathematical software with the aim to improve and modernize mathematics teaching. It proposes some ideas for systemizing activities and problems related to solving a triangle. The problems are presented in two groups – basic and additional, each of which has subgroups. The purpose of the drawings is to illustrate the respective problem, to facilitate its solution, and to demonstrate the main requirement to learn mathematical concepts – to vary the insignificant properties of a concept to make the significant ones stand out.

scholarly journals MERIA – Conflict Lines: Experience with Two Innovative Teaching Materials

2021 ◽  
Author(s):  
Željka Milin Šipuš ◽  
Matija Bašić ◽  
Michiel Doorman ◽  
Eva Špalj ◽  
Sanja Antoliš
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Field Trials ◽  
Teaching Materials ◽  
Mathematical Concepts ◽  
Innovative Teaching ◽  
Problem Situations ◽  
The Rich ◽  
Support Students ◽  
Curriculum Topics

The design of inquiry-based tasks and problem situations for daily mathematics teaching is still a challenge. In this article, we study the implementation of two tasks as part of didactic scenarios for inquiry-based mathematics teaching, examining teachers’ classroom orchestration supported by these scenarios. The context of the study is the Erasmus+ project MERIA – Mathematics Education: Relevant, Interesting and Applicable, which aims to encourage learning activities that are meaningful and inspiring for students by promoting the reinvention of target mathematical concepts. As innovative teaching materials for mathematics education in secondary schools, MERIA scenarios cover specific curriculum topics and were created based on two well-founded theories in mathematics education: realistic mathematics education and the theory of didactical situations. With the common name Conflict Lines (Conflict Lines – Introduction and Conflict Set – Parabola), the scenarios aim to support students’ inquiry about sets in the plane that are equidistant from given geometrical figures: a perpendicular bisector as a line equidistant from two points, and a parabola as a curve equidistant from a point and a line. We examine the results from field trials in the classroom regarding students’ formulation and validation of the new knowledge, and we describe the rich situations teachers may face that encourage them to proceed by building on students’ work. This is a crucial and creative moment for the teacher, creating opportunities and moving between students’ discoveries and the intended target knowledge.

PENERAPAN MODEL PEMBELAJARAN INKUIRI UNTUK ENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV SD NEGERI 003 SUKAJADI

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Masderiani Hasibuan
Keyword(s):  
Social Sciences ◽  
Primary School ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Fourth Grade ◽  
Female Students ◽  
Male Students ◽  
Average Value ◽  
Fourth Grade Students ◽  
Public Primary School

The purpose of this study was to improve the learning outcomes of Social Sciences fourth grade students of Public Primary School 003 Sukajadi with a total of 27 students, consisting of 15 male students and 12 female students. This study uses classroom action research with important stages such as planning, implementation, practice, and reflection. The results of this study show, judging by the basic score, the average value of students is 64.37, with students completing 13 people or 48.14%. after the first cycle, the average value of students has increased to 76.45 while students who completed it became 19 people or 70.3%. while the second cycle, the average value increased to 80.39 with students completing 23 people or 85.18%. From the results of the study, it can be concluded that the application of the inquiry learning model can improve the learning outcomes of Social Sciences in fourth grade students of Public Primary School 003 Sukajadi.

scholarly journals Compartmental Learning versus Joint Learning in Engineering Education

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 662
Author(s):  
María Jesús Santos ◽  
Alejandro Medina ◽  
José Miguel Mateos Roco ◽  
Araceli Queiruga-Dios
Keyword(s):  
Engineering Students ◽  
Chemical Engineering ◽  
Linear Equations ◽  
Mathematical Software ◽  
Mathematical Concepts ◽  
Joint Learning ◽  
The University ◽  
Academic Year ◽  
Non Linear Equations ◽  
Mathematics And Physics

Sophomore students from the Chemical Engineering undergraduate Degree at the University of Salamanca are involved in a Mathematics course during the third semester and in an Engineering Thermodynamics course during the fourth one. When they participate in the latter they are already familiar with mathematical software and mathematical concepts about numerical methods, including non-linear equations, interpolation or differential equations. We have focused this study on the way engineering students learn Mathematics and Engineering Thermodynamics. As students use to learn each matter separately and do not associate Mathematics and Physics, they separate each matter into different and independent compartments. We have proposed an experience to increase the interrelationship between different subjects, to promote transversal skills, and to make the subjects closer to real work. The satisfactory results of the experience are exposed in this work. Moreover, we have analyzed the results obtained in both courses during the academic year 2018–2019. We found that there is a relation between both courses and student’s final marks do not depend on the course.

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