Implementing the Assessment Standards for School Mathematics: Communicating Performance Criteria to Students through Technology

1996 ◽  
Vol 89 (1) ◽  
pp. 66-69
Author(s):  
Nancy C. Lavigne ◽  
Susanne P. Lajoie
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Performance Criteria ◽  
Mathematical Concepts ◽  
Mathematics Classrooms ◽  
Implementing Change ◽  
Mathematics Problems ◽  
Realistic Mathematics ◽  
Assessment Standards ◽  
Teaching Learning

Mathematics education at all levels of schooling is currently undergoing change. Recommendations for improving the teaching, learning, and assessment of mathematics have been translated into standards that furnish guidelines for implementing change in mathematics classrooms (NCTM 1989, 1991, 1995). These standards emphasize the importance of engaging students in performance activities that require solving complex and realistic mathematics problems, reasoning about content and solutions, communicating understanding, and making connections among mathematical concepts.

scholarly journals Pengaruh Pendekatan Pembelajaran Realistic Mathematics Education dan Contextual Teaching Learning terhadap Pemahaman Konsep dan Komunikasi Matematis

2020 ◽  
Vol 7 (02) ◽  
pp. 239-252
Author(s):  
Mara Samin Lubis
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Realistic Mathematics Education ◽  
Learning Approach ◽  
Mathematical Communication ◽  
Mathematical Concepts ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
Level Of Understanding ◽  
Teaching Learning

This research was conducted to see the extent of students' understanding of concepts and mathematical communication after being treated with learning using the RME and CTL approaches. The approach used in this research is quantitative with a type of quasi-experimental research. The population as well as the sample in this study were 2 classes with a total of 70 XI MAS PAB 2 Medan Estate students. Next to find out the understanding of concepts and mathematical communication students are given a description test. To process the data obtained using ANACOVA; The results of the data analysis test concluded: the level of understanding of the concepts of students who were treated with the RME approach was lower in influence than students who were treated with the CTL approach. The mathematical communication of students who were treated with the RME approach was less influential than students who were treated with the CTL approach. The level of understanding of mathematical concepts and communication of students who were treated with the RME learning approach was lower in influence than students who were treated with the CTL learning approach. Data analysis concluded that there was an interaction effect of applying the learning approach to students' understanding of concepts and mathematical communication.

scholarly journals Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally

2017 ◽  
Vol 5 (3) ◽  
pp. 172-182
Author(s):  
Dalene M. Swanson ◽  
Hong-Lin Yu ◽  
Stella Mouroutsou
Keyword(s):  
Human Rights ◽  
Mathematics Education ◽  
School Mathematics ◽  
Mathematics Classrooms ◽  
Socially Constructed ◽  
Mathematics Practices ◽  
Hierarchical Nature ◽  
The Government ◽  
Additional Support ◽  
Educational Inclusion

Mathematics education has been notoriously slow at interpreting inclusion in ways that are not divisive. Dominant views of educational inclusion in school mathematics classrooms have been shaped by social constructions of ability. These particularly indelible constructions derive from the perceived hierarchical nature of mathematics and the naturalised assumption that mathematisation is purely an intellectual exercise. Constructions of ability, therefore, emanate from the epistemic structures of mathematics education as predominantly practiced worldwide, and the prevalence of proceduralism and exclusion in those practices. Assumptions about ‘ability’ have become a truth to mathematical aptitude held by mathematics teachers in schools. This includes schools across Scotland. In Scotland, the government owes the ‘included pupil’ a legal obligation to provide additional support for learning under section 1(1) of the Education (Additional Support for Learning) (Scotland) Act 2004. However, classroom practices deployed around socially-constructed notions of ability have seen schools moving away from an emphasis on ‘additional’ to an expansive interpretation of ‘different from’ in the language of section 1(3)(a) of the Act 2004. This shift, therefore, reinstalls exclusionary effects to school mathematics practices by creating the conditions for some pupils, constructed in terms of disabilities or low ability, to be afforded a more inferior education than others. While philosophical conversations around whether these practices are ethical, egalitarian or democratic might ensue, there is also the human rights angle, which asks whether such practices are even lawful.

scholarly journals The Application of Probing Prompting Learning (PPL) Model with Realistic Mathematics Education (RME) Approach to Increase Understanding of Student Mathematics Concepts

2019 ◽  
Vol 4 (1) ◽  
pp. 33-43
Author(s):  
Andrik Habibi ◽  
Tri Novita Irawati
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Learning Outcomes ◽  
Test Methods ◽  
Realistic Mathematics Education ◽  
Mathematical Concepts ◽  
Is Research ◽  
Realistic Mathematics ◽  
Mathematic Education ◽  
Realistic Mathematic

Understanding of mathematical concepts is the ability of students to understand facts related to mathematics which can be expressed again in easily understood languages. The problem examined in this study is research on improving mathematical understanding of integer operations through the application of Probing Prompting Learning (PPL) with Realistic Mathematic Education (RME) approach. The method used is observation, documentation, interviews, and test methods, while the data analysis uses the percentage formula of the results of observations and the percentage of completeness of learning outcomes formula. Keyword: probing prompting learning, realistic mathematic education         

scholarly journals Mathematics education and the dignity of being

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Paola Valero ◽  
Gloria García ◽  
Francisco Camelo ◽  
Gabriel Mancera ◽  
Julio Romero
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Latin American ◽  
Teacher Educators ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Critical Geography ◽  
Mathematics Classrooms ◽  
The Enlightenment ◽  
Political Approach

On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address the dilemma of how the historical insertion of school mathematics in relation to the Colonial project of assimilation of Latin American indigenous peoples into the episteme of the Enlightenment and Modernity is in conflict with the possibility of the promotion of a social subjectivity in mathematics classrooms. We illustrate a pedagogical possibility to move towards a mathematics education for social subjectivity with our work in reassembling the notion of geometrical space in the Colombian secondary school mathematics curriculum with notions of space from critical geography and the problem of territorialisation, and Latin American epistemology with the notion of intimate space as an important element of social subjectivity.

scholarly journals The Use of Realistic Mathematics Education (RME) to Help Indonesian 5th-Grade Students to Learn Multiplication and Division

2020 ◽  
Vol 10 (1) ◽  
pp. 41-53
Author(s):  
Nanang Setiadi
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Alternative Approach ◽  
Mathematical Problems ◽  
Teaching Learning ◽  
Mastery Criteria ◽  
5Th Grade

Abstract                                                              This paper discusses the use of Realistic Mathematics Education (RME) as an alternative approach to enhance Indonesian 5th-grade students’ ability in multiplication and division. It presents the analysis of Indonesian 5th-grade students’ difficulties in applying stacking method for multiplication and division. Furthermore, it describes a mathematics teaching learning practice to stimulate students constructing their strategies, mathematical models and number sense in solving mathematical problems that involve multiplication and division. The teaching learning practice aims to apply RME for helping students develop their multiplication and division ability.Findings shows that stacking methods for multiplication and division are difficult for the students. The main students’ problem in multiplication and division stacking methods is in reapplying the steps of the methods. The steps taken to improve the learning process by implementing RME are: (1) analyze in detail the difficulties of students in multiplication and division stacking methods, (2) provide contexts of mathematical problems that can stimulate students to think mathematically, (3) hold a class mathematics congress, and (4) conduct a test to measure students’ achievement.            Based on the students’ achievement, there has been several improvements. After RME, there were more students whose grades passed the Minimum Mastery Criteria. Moreover, there was a student who got 100. Then, the average test was higher. Meanwhile, there were only 3 children whose grades were 0. Thus, the application of RME has helped the 5th-grade students to improve their ability in multiplication and division.         

scholarly journals PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP PENINGKATAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK DI SEKOLAH DASAR

2021 ◽  
Vol 7 (01) ◽  
pp. 140-162
Author(s):  
Ina Marlina ◽  
Linda Fuziawati
Keyword(s):  
Mathematics Education ◽  
Everyday Life ◽  
Quantitative Research ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Mathematical Concepts ◽  
Significance Level ◽  
Quantitative Research Methods ◽  
Average Value ◽  
Realistic Mathematics

This research is motivated by the lack of understanding of students' mathematical concepts in mathematics which is caused by a lack of motivation to learn in students and the lack of material connection with everyday life. Mathematics learning really needs to be learned by students because Mathematics has an important purpose to meet practical needs related to the development of students' abilities to use mathematics in everyday life, such as counting which is often experienced by students and can develop the ability to calculate weight. and content. Although Mathematics is considered important to learn, not a few students feel that Mathematics is difficult to master, so it is considered boring and makes students' interest in learning in Mathematics considered low. Based on the PISA annual study survey, the Indonesian Mathematics competency has decreased from 386 points in 2015 to 379 points in 2018 with an OECD average of 489. The benefits of studying Mathematics are used to make transactions in trade. One way to make mathematics more understandable is to use the Realistic Mathematics Education (RME) approach so that students can learn more realistically. The purpose of this study was to determine the increase in students' understanding of mathematical concepts using the Realistic Mathematics Education (RME) approach and whether there were changes that occurred after the treatment using this approach. This research was conducted with quantitative research methods and the research design of One Groups Pretest-Posttest Design. The subject of this research is class IV with a total of 28 students at SDN Curugrendeng II. The instrument used is a written test with a total of 10 questions. Calculation of data processing using Microsoft Office Excel 2007 and using IBM SPSS Statistics 22 with a significance level of 0.05. The results of this study indicate that there is an increase in students' understanding of mathematical concepts with an average value of 0.691 which is included in the medium category. Thus, the understanding of mathematical concepts of students using the Realistic Mathematics Education (RME) approach changes from before the action to the final score after the action. done. And there is an effect of the Realistic Mathematics Education (RME) approach on students' understanding of mathematical concepts by showing the results of sig.(2-tailed) 0.000 <0.05, which means H_1 is accepted so that this Realistic Mathematics Education (RME) approach can be applied to learning Mathematics in Primary school.

scholarly journals Vertentes da pesquisa brasileira sobre a metodologia de jogos nos processos de ensino e de aprendizagem de Matemática nos anais do ENEM

Revemop ◽  
2020 ◽  
Vol 2 ◽  
pp. e202016
Author(s):  
Jean Carlos Lemes ◽  
Flávia Sueli Fabiani Marcatto
Keyword(s):  
Critical Thinking ◽  
Mathematics Education ◽  
Social Relations ◽  
Teaching And Learning ◽  
Educational Games ◽  
Mathematical Concepts ◽  
National Meeting ◽  
Documentary Analysis ◽  
Qualitative Nature ◽  
Teaching Learning

Nesse artigo, apresentamos um mapeamento realizado nos anais do Encontro Nacional de Educação Matemática (ENEM), no período de 2001 a 2016, que se propôs a investigar o uso de jogos no ensino-aprendizagem de Matemática. Selecionamos e organizamos os trabalhos de acordo com a identificação de temáticas convergentes e divergentes, nas Comunicações Científicas (CC) e Relatos de Experiência (RE). A pesquisa é de natureza qualitativa e apoiou-se na análise documental. Observamos que a metodologia de jogos auxilia a ludicidade, a motivação e o interesse dos alunos, procura desenvolver e significar conceitos matemáticos. Essa abordagem pode favorecer o uso da linguagem e a formação de relações sociais a partir de uma perspectiva metodológica que incentive o pensamento crítico, a investigação, a elaboração de estratégias e a reflexão sobre o erro.Palavras-chave: Aprendizagem matemática. Jogos didáticos. Educação Matemática.Strands of brazilian research on the methodology of games in the teaching and learning of Mathematics in ENEM proceedings In this article we present a mapping carried out in the proceedings of the National Meeting on Mathematics Education (ENEM), from 2001 to 2016, which proposed to investigate the use of games in the teaching-learning of mathematics. We selected and organized the work according to the identification of convergent and divergent themes, in Scientific Communications (CC) and Experience Reports (RE). The research has a qualitative nature and is based on documentary analysis.  We observed that the methodology of games helps the playfulness, motivation and interest of students, seeks to develop and mean mathematical concepts. This approach can favor the use of language and the formation of social relations from a methodological perspective that encourages critical thinking, research, the development of strategies and reflection on error.Keywords: Mathematical learning. Educational games. Mathematics Education.Vertientes de la investigación brasileña sobre la metodología de juegos en la enseñanza y aprendizaje de Matemáticas en actas de ENEM En este artículo presentamos un mapeo realizado en actas del Encuentro Nacional de Educación Matemática (ENEM), de 2001 a 2016, que objetiva investigar el uso de los juegos en la enseñanza-aprendizaje de las matemáticas. Para eso seleccionamos y organizamos el trabajo de acuerdo con la identificación de temas convergentes y divergentes, en Comunicaciones Científicas (CC) e Informes de Experiencia (RE). La investigación es de naturaleza cualitativa y se basa en el análisis documental.  Observamos que la metodología de los juegos ayuda a la lúdica, la motivación y el interés de los alumnos, busca desarrollar y significar conceptos matemáticos. Este enfoque puede favorecer el uso del lenguaje y la formación de relaciones sociales desde una perspectiva metodológica que fomente el pensamiento crítico, la investigación, el desarrollo de estrategias y la reflexión sobre el error.Palavras chave: Aprendizaje matemático. Juegos didácticos. Educación Matemática.

scholarly journals THE EFFECT OF REALISTIC MATHEMATICS EDUCATION (RME) ON THE UNDERSTAND MATHEMATICAL CONCEPTS SKILLS OF ELEMENTARY STUDENTS USING HYPOTHETICAL LEARNING TRAJECTORY (HLT)

2020 ◽  
Vol 4 (1) ◽  
pp. 89
Author(s):  
Winarti Dwi Febriani ◽  
Geri Syahril Sidik
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary Education ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Mathematical Concepts ◽  
Significance Level ◽  
Realistic Mathematics ◽  
Significant Difference ◽  
Hypothetical Learning Trajectory

The background of this research is the difficulty in teaching mathematics concepts to fourth graders in elementary school. So we need activities that can bridge the initial abilities of students with abilities that must be mastered by students. One of the alternatives that can bridge students to learn mathematical concepts is by implementing Realistic Mathematics Education (RME) learning using Hypothetical Learning Trajectory (HLT). The research is aimed to describe and analyze the existence of significant differences in improvement of students’ understanding mathematical concepts skills who learned and not learned used Realistic Mathematics Education (RME) with HLT. This research method is quasi-experimental with the pretest-postest nonequivalent design. The data collection instrument used was a understanding mathematical concepts skills test. The population of this research is all fourth grade students in one elementary school located in the district of Tawang, Tasikmalaya. The results showed that based on the data analysis N-gain scores understanding mathematical concepts skills using the Mann-Whitney U test, the value of sig. 0.033 is less than the significance level (𝛼 = 0.05), then H0 is rejected and Ha is accepted. So, it can be said that the increased understanding the mathematical concepts skills of the experimental class is higher than the control class. therefore, it can be concluded that there is a significant difference in improvement students’understanding mathematical concepts skills who learned and not learned used RME with HLT. The recommendation of this research is to conduct further research that can develop RME-based Learning Trajectory in mathematics.Keywords: Mathematics; Realistics Mathematics Education, Understanding mathematical concepts skills; Elementary education; Fraction.

scholarly journals THE ETHNOMATHEMATICS OF TUTUWARU COMMUNITY IN THE CRAFTS OF KOLI LEAF WEAVING

2021 ◽  
Vol 3 (2) ◽  
pp. 71-80
Author(s):  
Theresia Laurens ◽  
Rudolf Kempa ◽  
Henderika Serpara
Keyword(s):  
Qualitative Research ◽  
Indigenous People ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Realistic Mathematics ◽  
Scientific Approach ◽  
Mathematics Problem ◽  
Cabbage Tree

Ethnomatemics-based mathematics concept implementation can be carried out through constructivism-based learning such as realistic mathematics, problem-based and learning with a scientific approach. This research purpose to explore the form of ethnomatemics on the woven cabbage leaves of the Tutuwaru community and analyze the process of understanding mathematics from the perspective of indigenous people and indigenous knowledge and examine the development of woven form ethnomatatics in school mathematics. The method used in this research is descriptive qualitative research. The subjects are 2 members of the weaving community, while the objects of research are Nyiru (winnowing-basket), Topi (hat), Keranjang dan Bakul (basket). The results showed that the form of weaving from a typical local Koli (cabbage) tree, could be connected with several mathematical concepts such as basic geometry and arithmetic. The hexagonal concept based on the understanding of multiples is an "indegious knowledge" that exists in the Tutuwaru community in constructing the form of nyiru-woven, reflection, points, lines and tessellation. These mathematical ideas can be used as context in school mathematics learning

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