Devices for a Mathematics Classroom: An individual laboratory kit for the mathematics student

1954 ◽  
Vol 47 (2) ◽  
pp. 100-105
Author(s):  
Nona Mary Allard
Keyword(s):  
Mathematics Classroom ◽  
Mathematics Students ◽  
Individual Laboratory ◽  
Mathematics Student ◽  
Discovery Method ◽  
Powerful Incentive

The thrill of discovery is a powerful incentive to students of physics and chemistry. Mathematics students, too, can be motivated by discovery experiences. However, the collection, care, and distribution of the materials needed to employ the discovery method can be a prohibitively time-consuming chore for the teacher.

scholarly journals Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

TEM Journal ◽  
2021 ◽  
pp. 1945-1954
Author(s):  
Benidiktus Tanujaya ◽  
Rully Charitas Indra Prahmana ◽  
Jeinne Mumu
Keyword(s):  
Active Learning ◽  
Literature Review ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematics Textbooks ◽  
Mathematics Students ◽  
Classroom Activities ◽  
And Mathematics

HOTS instruction in mathematics is rarely explicitly programmed by the schoolteacher. As a result, students' HOTS is at the lowest level, especially in national or international assessments. The purpose of this research is to determine why mathematics education in Indonesia does not have a significant effect on student HOTS by conducting a review of several Indonesian publications on the subject. This research is a qualitative method of literature review related to the HOTS of Indonesian mathematics students, and an organized interview triangulated to support the data and information from the literature review. The interview consisted of two critical questions administered using Google Form: implementing active learning and mathematics textbooks on mathematics classroom activities. The results concluded that there were two primary sources of error in mathematics learning to increase HOTS in Indonesia: active learning and current mathematics textbooks. Besides, in teaching and learning practices, the active learning model is rarely used when using official texts that do not promote HOTS for mathematics students in Indonesia.

scholarly journals UniDoodle: A Multi-Platform Smart Device Student Response System – Evaluated in an Engineering Mathematics Classroom

2017 ◽  
Vol 15 (3) ◽  
pp. 44
Author(s):  
Seamus McLoone ◽  
Christine Kelly ◽  
Conor Brennan ◽  
Caitriona NiShe
Keyword(s):  
Mathematics Classroom ◽  
Evaluation Process ◽  
Student Response ◽  
Smart Device ◽  
Student Response System ◽  
First Year ◽  
Mathematics Students ◽  
Response System ◽  
Engineering Mathematics ◽  
Mathematical Equations

Most of the existing student response systems, such as clickers, have limited input capabilities, typically only offering students a multiple-choice selection. In some instances, students can input a numerical or textual response. However, mathematical equations, diagrams, etc. are all beyond the capabilities of such systems. This paper proposes and presents a novel multi-platform smart device-based student response system, called UniDoodle, that allows for a more generic and flexible input. This system consists of a student application that allows for freeform input through sketching capabilities, a lecturer application that allows easy viewing of multiple sketch-based responses and a cloud-based service for co-ordinating between these two applications. In essence, students can now respond to a question posed by the lecturer using sketches and, hence, mathematical equations, circuit diagrams, graphs, etc. are all possible on the UniDoodle system. In addition, the lecturer can now gain a richer and more useful insight to the students’ understanding of the relevant material. This paper also evaluates the UniDoodle system in a large class of first year Engineering Mathematics students. Details of the UniDoodle system, the evaluation process and the feedback obtained are all presented within.

scholarly journals PENGEMBANGAN LEMBAR KEGIATAN SISWA BERBASIS METODE PENEMUAN TERBIMBING UNTUK PEMBELAJARAN MATEMATIKA PADA SISWA KELAS XII SMA NEGERI 1 SEGERI

2018 ◽  
Vol 7 (1) ◽  
pp. 1-12
Author(s):  
Zam Immawan Alam ◽  
Firdha Razak
Keyword(s):  
Research And Development ◽  
Rating Scale ◽  
Development Stage ◽  
Design Stage ◽  
Average Score ◽  
Guided Discovery ◽  
Student Activity ◽  
Mathematics Student ◽  
Addie Model ◽  
Discovery Method

AbstrakPenelitian ini adalah penelitian pengembangan (Research and Development) dengan uji coba terbatas yang bertujuan untuk mengembangkan lembar kegiatan siswa matematika berbasis metode penemuan terbimbing. Subjek penelitian ini adalah siswa kelas XII IPS 3 SMA Negeri 1 Segeri dengan jumlah siswa sebanyak 27 orang. Prosedur pengembangan yang digunakan dalam penelitian ini adalah model ADDIE yang meliputi lima tahap, yaitu tahap analisis, tahap desain, tahap pengembangan, dan tahap implementasi dan evaluasi. Lembar Kegiatan Siswa  yang dikembangkan dengan metode penemuan terbimbing divalidasi dan mengalami beberapa kali revisi sehingga didapatkan hasil yang layak untuk digunakan. Hasil dari uji coba terbatas menunjukkan bahwa (1) skor rata-rata yang diperoleh siswa pada tes hasil belajar adalah 81,21 dari skor ideal 100 dengan standar deviasi 8,51; (2); banyaknya siswa yang tuntas belajar adalah 25 dari 27 orang (92,59%); (3) aktivitas siswa dalam proses pembelajaran memenuhi kriteria waktu yang ditetapkan; (4) tanggapan siswa terhadap lembar kegiatan siswa dengan metode penemuan terbimbing sangat positif  (5) guru mampu mengelolah pembelajaran dengan menggunakan metode penemuan terbimbing dengan skala penilaian sangat baik. AbstractThis research is a research and development research with limited trial which aim to develop activity sheet of mathematics student based on guided discovery method. The subjects of this study were the students of class XII IPS 3 SMA Negeri 1 Segeri with a total of 27 students. The development procedure used in this research is the ADDIE model which includes five stages, namely the analysis phase, the design stage, the development stage, and the implementation and evaluation stage. The Student Activity Sheet developed under the guided discovery method is validated and undergone several revisions to obtain appropriate results for use. The results from the limited trial show that (1) the average score obtained by the students on the learning result test is 81.21 from the ideal score of 100 with the standard deviation of 8.51; (2); the number of students who complete the study is 25 of 27 people (92.59%); (3) the student activity in the learning process meets the specified time criteria; (4) students' responses to students activity sheets with guided discovery method is very positive (5) teachers are able to manage learning by using guided discovery method with very good rating scale.

The Continuing Calculator Controversy

1988 ◽  
Vol 35 (8) ◽  
pp. 37-41
Author(s):  
Thomas Dick
Keyword(s):  
Full Advantage ◽  
Mathematics Classroom ◽  
Position Statement ◽  
Mathematical Work ◽  
Mathematical Education ◽  
National Council ◽  
Grade Levels ◽  
School Classroom ◽  
Mathematics Student ◽  
Mathematics Class

To use or not to use calculator in the elementary school classroom? That seems to be a question as contro-versial now as it was in 1975 when the National Advisory Committee on Mathematical Education offered the following advice: “beginning no later than the end of the eighth grade, a calculator should be available for each mathematics student during each mathematics class. Each student should be permitted to use the calculator during all of his or her mathematical work including tests.” In An Agenda for Action (1980), the National Council of Teachers of Mathematics (NCTM) recommended that “mathematics programs must take full advantage of the power of calculators and computers at all grade levels.” This recommendation was reaffirmed by the NCTM in a position statement (Calculators in the Mathematics Classroom, April 1986) with the further call “that publishers, authors, and test writers integrate the use of the calculator into their mathematics materials at all levels.”

Sharing Teaching Ideas: Problem Solving the Problems of Society

2003 ◽  
Vol 96 (5) ◽  
pp. 320-323
Author(s):  
Jason Cushner
Keyword(s):  
Problem Solving ◽  
Everyday Life ◽  
Mathematics Classroom ◽  
Problem Solver ◽  
Mathematics Students ◽  
Learning Problem ◽  
Ways Of Thinking ◽  
Teaching Ideas ◽  
Good Problem

By learning problem solving in mathematics, students should acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations that will serve them well outside the mathematics classroom. In everyday life and in the workplace, being a good problem solver can lead to great advantages.

scholarly journals Pre-service mathematics student teachers’ conceptions of nominal and effective interest rates

Pythagoras ◽  
2017 ◽  
Vol 38 (1) ◽  
Author(s):  
Judah P. Makonye
Keyword(s):  
Interest Rates ◽  
Student Teachers ◽  
Mathematical Thinking ◽  
Algebra I ◽  
Mathematics Students ◽  
Financial Products ◽  
Time To Build ◽  
Nominal Interest Rates ◽  
Mathematics Student ◽  
Action Process

The general public consumes financial products such as loans that are administered in the realm of nominal and effective interest rates. It is debatable if most consumers really understand how these rates function. This article explores the conceptions that student teachers have about nominal and effective interest rates. The APOS theory illuminates analysis of students’ levels of conception. Seventy second-year mathematics students’ responses to Grade 12 tasks on effective and nominal interest rates were analysed, after which 12 students were interviewed about their mathematical thinking in solving the tasks. The findings varied. While some students could not do the tasks due to erratic use of formulae (algebra), I ascertained that some students obtained correct answers through scrupulous adherence to the external prompt of formulae. Most of those students remained stuck at the action and process stages and could not view their processes as mathematical objects. A few students had reached the object and schema stages, showing mature understanding of the relationship between nominal and effective interest rates. As most students remained at the operational stages rather than the structural, the findings accentuate that when teaching this topic, teachers ought to take their time to build learners’ schema for these notions. They need to guide their learners through the necessary action-process-object loop and refrain from introducing students to formulae too soon as this stalls their advancement to the object and schema stages which are useful in making them smart consumers of financial products.

scholarly journals Penerapan Model Pembelajaran Missouri Mathematics Project Pada Materi Himpunan Peserta Didik Kelas Vii Mtsn Nan Sabaris Kabupaten Padang Pariaman

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Sadra Darma ◽  
Nana Sepriyanti
Keyword(s):  
Mathematics Learning ◽  
Research Result ◽  
Learning Model ◽  
Learning Activity ◽  
Control Group ◽  
Mathematics Students ◽  
Student Activity ◽  
Project Learning ◽  
Normality Test ◽  
Mathematics Student

The purpose of this research are: to knowing student learning activity during appliying Missouri Mathematics Project Learning Model in mathematics learning and to knowing effect of appliying Missouri Mathematics Project Learning Model to result of mathematics student at VII MTsN Nan Sabaris Padang Pariaman regency, academic year 2016/2017. This research is quasi-experiment with Randomized Control Group Only Design. The population of this research is all student at VII MTsN Nan Sabaris Padang Pariaman Regency. After analysis test of normality, test of homogeneity and test of equity. Sample is collected by using random sampling. The students of class are as experiment class and the students of class are as control class. Based on analysis of this research get student activity during appliying Missouri Mathematics Project Learning Model is improving and average of experiment class is 75,55 and average of control class is 65,22 with using t-test is obtained t hitung > t tabel (3,40>1,64) , α=0,05 . Cause t hitung>t tabel, so H accepted In conclusion, The research result of the Mathematics students at VII MTsN Nan Sabaris Padang Pariaman Regency that is tought by Missouri Mathematics Project learning model is higher than the study result of students at VII MTsN Nan Sabaris that is tought without using Missouri Mathematics Project learning model.Keywords: Student Activity, Mathematics Learning Outcomes, Missouri Mathematics Project learning model

scholarly journals KORELASI ANTARA KECERDASAN LOGIS MATEMATIS DENGAN KOMPETENSI INTI PENGETAHUAN MATEMATIKA SISWA KELAS V SD GUGUS LETKOL WISNU KECAMATAN DENPASAR UTARA

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Ni Luh Desy Antari
Keyword(s):  
Hypothesis Test ◽  
Core Competency ◽  
Sampling Technique ◽  
Mathematics Students ◽  
The Core ◽  
Normality Test ◽  
Ex Post ◽  
Ex Post Facto ◽  
Mathematics Student ◽  
Essay Test

This study aimed to determine the significant correlation between the logical mathematical intelligence with the core competency of knowledge of mathematics students of grade V SD Gugus Letkol Wisnu, North Denpasar, in the Lesson Year 2017/2018. This research is ex post facto research with correlation type. The population of this study is a class V student residing in SD Gugus Letkol Wisnu, North Denpasar Lesson Year 2017/2018 which has a population of 340 people. Determination of the sample used proportional random sampling technique with significant level 5% and obtained the number of samples from the population is 172 people. The data were obtained through results of the essay test of the logical mathematical intellegence and the document recording of the core competency of knowledge of mathematics student. As the test is a normality test data distribution. After all prerequisite tests are met, the statistical analysis used in this next study is hypothesis test using product moment correlation analysis. Based on result of analysis then  = 0,472. At the significant levelof 5% with n = 172, then obtained  = 0.148. Because >=  0.472> 0.148 it can be interpreted that H₀which reads there is not significant correlation betweenthe logical mathematical intelligence with the core competency of knowledge of mathematics students of grade V SD Gugus Letkol Wisnu, North Denpasar, in the Lesson Year 2017/2018 is rejected and accepted. So it can be concluded that there is a significant correlation between the logical mathematical intelligence with the core competency of knowledge of mathematics students of grade V SD Gugus Letkol Wisnu, North Denpasar, in the Lesson Year 2017/2018, with a positive correlation direction, meaning the higher logical mathematical intelligence then the higher the core competency of knowledge of mathematics students.

scholarly journals Experiences of Mathematics Students in Federal Government Schools of Islamabad

2020 ◽  
Vol 31 (1-3) ◽  
Author(s):  
Fouzia Ajmal
Keyword(s):  
Federal Government ◽  
Teaching Method ◽  
Mathematics Classroom ◽  
Mathematical Thinking ◽  
Mathematics Students ◽  
School Grade ◽  
Government Schools ◽  
Technology Knowledge ◽  
Science Group ◽  
The Subject

ABSTRACT Mathematics is critical and significant to recognise the computerised world and match with the newly developing information technology knowledge that is penetrating everywhere in the world. By knowing the importance of Mathematics, this research was set out to describe and explain the difficulties of secondary level students of science group who are facing difficulties in Mathematics. The study was conducted at Federal Government Schools of Islamabad. The study investigated questions concerning experiences of high school (grade 9th and 10th) students’ in Mathematics classroom and the possible reasons for these difficulties. The study was carried out to analyse students’ experiences in the subject of mathematics, and whether the teaching method of mathematics enhances the students’ mathematical thinking and prepares them for pedagogical aspects of Mathematics for future teaching.

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