International Mathematical Education: Methods and techniques of explaining new mathematical concepts in the lower forms of secondary schools, Part 1

1965 ◽  
Vol 58 (4) ◽  
pp. 345-352
Author(s):  
G. Papy
Keyword(s):  
Problem Solving ◽  
Secondary Schools ◽  
Mathematical Education ◽  
Age Group ◽  
Mathematical Concepts ◽  
International Mathematical ◽  
Methods And Techniques

Any child who is at present in the 12 to 15 age group is likely to have to use mathematics later, whatever his occupation, as a means of understanding, enquiry, and problem-solving.

International Mathematical Education: Mathematical Reforms in English Secondary Schools

1966 ◽  
Vol 59 (1) ◽  
pp. 42-52
Author(s):  
Byran Thwaites
Keyword(s):  
Secondary Schools ◽  
English Education ◽  
Reform Movement ◽  
Mathematical Education ◽  
General Review ◽  
International Mathematical ◽  
Prime Movers

Editor's note.—Professor Byran Thwaites of Southampton, along with Professor Cyril Hope of Worchester, is among the prime movers of reform in mathematical education in England. This paper gives not only a general review of the reform movement but also an overall philosophy of English education in language that is clear and altogether charming.—Howard F. Fehr.

International Mathematical Education: Mathematics In British Secondary Schools: Curriculum Projects

1969 ◽  
Vol 62 (4) ◽  
pp. 329-333
Author(s):  
Howard F. Fehr ◽  
Lawrence G. Campbell
Keyword(s):  
Secondary Schools ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
Mathematical Education ◽  
Mathematical Experiment ◽  
International Mathematical ◽  
Current Reconstruction

Not long after American teachers began the current reconstruction of the secondary mathematics curriculum, British mathematicians and educators, also recognizing the need for rejuvenation, instituted several projects for reform of an out-of-date curriculum. Among these, the programs of the School Mathematics Project and the Midlands Mathematical Experiment are most frequently cited.

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

Problem solving with the Sneetches

2016 ◽  
Vol 23 (5) ◽  
pp. 282-283
Author(s):  
James Russo ◽  
Toby Russo
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Mathematical Concepts ◽  
Mathematical Problems

Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. In this issue, teachers read the classic Dr. Seuss book The Sneetches and other stories with their class and get students to engage with these associated mathematical problems. The problems, many of which are open-ended or contain multiple solutions or solution pathways, cover a range of mathematical concepts.

scholarly journals Analisis Kemampuan Pemahaman Konsep Matematika Siswa Berbantuan Media Schoology

2020 ◽  
Vol 7 (1) ◽  
pp. 39-45
Author(s):  
Lia Yulianah ◽  
Khomsatun Ni'mah ◽  
Diar Veni Rahayu
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Qualitative Methods ◽  
Mathematical Representation ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Purposive Sampling ◽  
Descriptive Approach ◽  
Media Research ◽  
The Relationship

The purpose of this study was to examine the mathematical concepts of students in solving the problem of polyhedron of cubes and cuboids with assisted of Schoology media. This research uses qualitative methods with descriptive approach. This study describes the ability to understand mathematical concepts that owned of students with Schoology media. Research subjects is three students selected by purposive sampling based on conditions and situations that occured during the current co-19 pandemic. The data collection used consists of tests of understanding the ability of mathematical concepts. Based on the results of research showed that the ability to understanding students' of mathematical concepts with Schoology-assisted able to provide understanding of material polyhedron of cubes and cuboids by the average results of students getting value 91,67. Where the first student is able to reach an understanding indicator of mathematical concepts from given by agreeing to the concept, classifying objects according to certain properties, giving concepts in various forms of mathematical representation, explaining the relationship between one concept with another concept, and applying the concept in problem solving . While the second and third students can only reach four indicators from the second indicator given. Nevertheless, students show positive responses to Schoology media. Keywords: Understanding Mathematical Concepts, Schoology Media

scholarly journals TYPICAL CLASS METHODS FOR SOLVING EQUATIONS AND INEQUALITIES WITH DIFFERENT STRUCTURES

2021 ◽  
Vol 58 (3) ◽  
pp. 53-62
Author(s):  
A.K. Alpysov ◽  
◽  
A.K. Seytkhanova ◽  
I.Sh. Abishova ◽  
◽  
...  
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematical Concept ◽  
Thinking Skills ◽  
Practical Application ◽  
Mathematical Concepts ◽  
Theoretical Substantiation ◽  
New Methods ◽  
General Article ◽  
Solving Equations

The article discusses the ways of developing skills and abilities to effectively solve problems when describing methods for solving equations and inequalities, clarifying theoretical knowledge, the basics of forming skills for practical application. The formation of mathematical concepts through solving problems in teaching mathematics opens the way to the development of mathematical thinking, the application of knowledge in practice, and the development of search skills. To master a mathematical concept, along with its definition, it is necessary to know its features and properties. This can be achieved primarily through problem solving and exercise. Problem solving is based on the development of new methods, the creation of algorithms, ways of developing practical skills in the methods and techniques mastered with the help of tasks.In addition, transforming equations and inequalities through the development of thinking skills helps to identify common or special properties in order to draw correct conclusions. Solving various problems, it shows what operations should be used to determine the situation in which a solution was found, and what features of the solution allow choosing the most effective methods. Thanks to the theoretical substantiation of the general article, it is possible to master convenient methods for solving equations and inequalities of various structures.

scholarly journals KAJIAN KEMAMPUAN LITERASI KUANTITATIF SISWA SMA 8 KOTA BENGKULU

2019 ◽  
Vol 2 (1) ◽  
pp. 137
Author(s):  
Siska Yosmar ◽  
Nur Afandi ◽  
Baki Swita
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Literacy Skills ◽  
Quantitative Literacy ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
Economic Problems ◽  
Absolute Requirement ◽  
Almost All

Quantitative literacy is the ability and confidence in using basic mathematical concepts and calculating operations needed for problem solving, decision making of economic problems and their applications in everyday life. Mastery of basic mathematics is an absolute requirement for achieving good quantitative literacy skills. The aim of this activity was to improve mathematical literacy skills of the students at SMA 8 Bengkulu City. The activities were begun by giving pre-tests to students, preparing of modules, presenting the materials of the modules in classroom, practicing through LKS and post-tests. Several techniques, methods and approaches in number counting operations have been presented in this activity. This activity has provided an increase in quantitative literacy skills in class XI IIS-1 SMA 8 Kota Bengkulu. Even so, the improvement of students' abilities can be said to be less optimal because there are still some questions that cannot be answered by almost all students. Therefore, cooperation and involvement of all parties is needed to improve students' quantitative literacy skills and follow-up activities in an effort to strengthen quantitative literacy skills.

scholarly journals Pedagogical conditions for implementing value and sense direction of training mathematics at higher school

2020 ◽  
pp. 80-92
Author(s):  
Larisa V. Zhuk
Keyword(s):  
Creative Thinking ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Search Activity ◽  
Mathematical Concepts ◽  
Teaching Aids ◽  
Semantic Orientation ◽  
Cognitive Information ◽  
The University

The article actualizes the issue of updating the content, methods and means of teaching mathematics at the university within the sociocultural paradigm. A significant contradiction characterizing the crisis situation in the field of higher mathematical education is the mismatch between the traditional organization of the educational process and the powerful developing potential of mathematical disciplines. Being overloaded with a lot of information, altogether with its insufficiently developed anthropological, cultural-like and communicative components, mathematical education hinders the mental development of the learner’s personality in relation to such important qualities as search activity, creativity, and creative thinking. The solution to this problem can be the transformation of the cognitive-information model of learning, the introduction of pedagogical technologies that actualize the sociocultural aspect of mathematical education. The aim of the study is to develop methodological foundations for the implementation of the value-semantic orientation of teaching mathematics at the university, expressed in providing a set of pedagogical conditions related to the selection of content, determination of teaching aids and methods, ways of organizing the interaction of students and a teacher, in which students intelligently master mathematical concepts, and freely operate with them. The didactic conditions for the implementation of the value-semantic orientation of teaching mathematics at the university are: the transformation of mathematical content, expressed in learning from sociocultural experience; the psychodidactic approach, focused on building the students’ self-motivation; the use of teaching methods that provide cognitive and emotional empathy (educational mathematical discourse), the activization of productive mental activity (technology of problematic dialogue); inclusion of non-standard, creative tasks, training cases. Providing these conditions will allow to realize the humanitarian potential of mathematics, to reveal the social, practical and personal significance of the subject matter.

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