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Journal articles on the topic 'Calculus, Study and teaching (Higher) - Lesotho'
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1
Oktaviyanthi, Rina, and Yani Supriani. "UTILIZING MICROSOFT MATHEMATICS IN TEACHING AND LEARNING CALCULUS." Journal on Mathematics Education 6, no. 1 (February 26, 2015): 63–76. http://dx.doi.org/10.22342/jme.6.1.1902.63-76.
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The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students’ achievement and the effects of the use of Microsoft Mathematics on students’ attitudes in relation to such experience. Two classes of the students from the first year student in Universitas Serang Raya were participated in the study. This study found that students who taught by using Microsoft Mathematics had higher achievement and has a positive effect on students’ confidence of mathematics.Keywords: Calculus, Educational Technology, Mathematics Education, Microsoft Mathematics, Technology Application DOI: dx.doi.org/10.22342/jme.61.63
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Edith Moloantoa, Mateko, and Nirmala Dorasamy. "Job satisfaction among academic employees in institutions of higher learning." Problems and Perspectives in Management 15, no. 3 (October 27, 2017): 193–200. http://dx.doi.org/10.21511/ppm.15(3-1).2017.03.
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The factors affecting job satisfaction of academic employees, with specific reference to the National University of Lesotho (NUL) were analysed. Understanding the factors that affect academic performance is pivotal for satisfactory levels of performance by higher education institutions. Satisfactory working conditions at universities like NUL can provide the impetus to attract well qualified academics. Six areas pertaining to working conditions, relationship with colleagues, access to resources, job security, recognition and advancement were focused on analyzing job satisfaction among academic employees at the National University of Lesotho. A concurrent approach of both quantitative and qualitative techniques was used. The target population of 156 respondents completed a 5-point Likert scale questionnaire. Quantitative data were analyzed using SPSS, version 22.0, while thematic analysis was used to analyse qualitative data. The findings of the study highlighted salaries as a factor influencing job satisfaction. Further, insufficient financial resources to support teaching, learning and research at the NUL impacted job satisfaction. Over and above dissatisfaction with benefits, allowances, lack of equipment, as well as poor institutional management, there was collegiality with heads of departments, working as a team. The findings are valuable to university administrators and academics to consider for improving job satisfaction among employees.
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Thetsane, Regina. "The Validity and Reliability of Student Evaluation of Teaching at the National University of Lesotho." International Journal of African Higher Education 8, no. 1 (April 18, 2021): 139–57. http://dx.doi.org/10.6017/ijahe.v8i1.13367.
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Many Higher Education Institutions use the Student Evaluation of Teaching (SET) scale to evaluate the quality of instructors’ teaching. It includes students’ evaluation of the teacher, the teaching process, teaching approaches and the learning outcomes. Due to its reported dubious reliability and validity, and inherent bias in measuring the quality of teaching, SET remains a hotly debated and controversial instrument. This study evaluated thereliability and validity of the SET scale adopted by the National University of Lesotho. Self-administered SET questionnaires were distributed to 104 third- and fourth-year Bachelor of Commerce students to evaluate ten lecturers, resulting in 751 assessment records. The data were analysed using the Statistical Package for the Social Sciences (SPSS) and Partial Least Squares Structural Equation Modelling (PLS-SEM). While the findings suggest that the SET instrument used at the university is reasonably reliable and valid, minor concerns were raised with regard to discriminant validity, and serious concerns in relation to content validity. Based on the existing literature and the psychometric properties of this SET instrument, it is recommended that university management exercise caution in using its results to make evaluative personnel decisions such as promotions, confirmations, and dismissals. It is also recommended that the SET instrument should be revised and validated and be primarily used for formative purposes such as obtaining feedback for the development of individual instructors.
Key words: formative assessment, reliability, student evaluation of teaching, summative assessment, validity
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Vorontsova, Ol’ga R., and Tat’yana A. Chebun’kina. "Assessment of students' psychoemotional state in the process of teaching higher mathematics using colour matrix." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 4 (February 24, 2021): 196–202. http://dx.doi.org/10.34216/2073-1426-2020-26-4-196-202.
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The article deals with the psychoemotional state of students when studying the modules "Integral calculus" and "Differential equations" in the course of higher mathematics. The factors that affect the degree of assimilation of educational material by first-year students are described, and the causes of emotional (psychological) stress are noted. The study is confirmed by an empirical description, which was conducted using the "colour painting" technique, first used to assess the psychoemotional state of first-year students when studying sections of the higher mathematics course. The proposed method makes it possible to "see" the mood of students on each topic of the module, to track the dynamics of emotional states in the team on the topics of each module and the overall picture of the mood of each individual in the student group. Colour matrix allows recording the emotional response to events (for the authors of the article, these are modules of the course) and finding out how it was perceived by students, who of them is experiencing difficulties. The study of the psychoemotional state of respondents was conducted by means of a questionnaire, where the authors were interested in how the study materials on the topic "Integral calculus" and "Differential equations"affect the students' health/mood. Based on the analysis, the most difficult topics for learning modules were identified, and recommendations were given on their possible forms and methods of teaching.
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Leballo, Makatleho, Dominic Griffiths, and Tanya Bekker. "Differentiation practices in a private and government high school classroom in Lesotho: Evaluating teacher responses." South African Journal of Education 41, no. 1 (February 28, 2021): 1–13. http://dx.doi.org/10.15700/saje.v41n1a1835.
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One way in which the practice of inclusion can be actualised in classrooms is through the use of consistent, appropriate differentiated instruction. What remains elusive, however, is insight into what teachers in different contexts think and believe about differentiation, how consistently they differentiate instruction and what challenges they experience in doing so. In the study reported on here high school classrooms in a private and a government school in Lesotho were compared in order to determine teachers’ thoughts and beliefs about differentiation, the frequency of differentiated instruction, and the challenges faced by teachers who implement this inclusive practice. Sampled teachers offered their views on what they understood differentiated instruction to be, the frequency of differentiated instruction, and identified challenges via an administered questionnaire. Data analysis was based on frequency counts and bar charts for comparative purposes. Findings indicate that private school teachers have a higher frequency of differentiated teaching practice, with time constraints indicated as the main challenge. Government school teachers had a lower frequency of differentiation, and identified a lack of resources, and the learner-teacher ratio as challenges, among others. In the study we highlighted the critical role that private schools can play in the national call for the implementation of inclusive teaching in Lesotho, in terms of active collaboration with surrounding government schools. Private schools, with their resources and access to professional development opportunities, can become catalysts in the implementation of inclusive teaching practices.
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Timilsina, Bishow Deep, Om Karki, and Babita Subedi. "Correlation between Expulsion of Distal Ureteric Calculus with CRP Level, WBC Count and Neutrophil Percentage among the Patients attending on Manipal Teaching Hospital, Pokhara (Retrospective Study)." Nepal Journal of Medical Sciences 5, no. 2 (December 30, 2020): 26–31. http://dx.doi.org/10.3126/njms.v5i2.36708.
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Introduction: Urolithiasis is a common medical diagnosis that doctor encounters in the outpatients and emergency departments. The prevalence of renal stone disease has increased steadily over the past decades. There are different modalities of treatment of ureteric calculus. However, most of the distal ureteric calculus passes spontaneously thus the application of invasive procedure at the early stage can be considered overtreatment.Methods: The 68 patients of the surgical department, Manipal teaching hospital, Pokhara, with distal ureteric calculus of ≤ 8mm, who were under the treatment Tamsulosin Hydrochloride 0.4mg once daily for 2 weeks or till the expulsion of stone from 1st October 2017 to 30th September 2018 (one year period) were retrospectively evaluated for the spontaneous stone expulsion rate and its association with serum CRP level, WBC count and Neutrophil percentage. The patients were divided into 2 groups i.e. spontaneously ureteric stone expelled group and non expelled group. Furthermore, for statistical analysis, each group were subdivided according to normal and elevated serum CRP level, white blood cell count and neutrophil percentage. The associations between these factors and ureteral stone passage were then examined.Results: Most of the cases were in the age group of 21-40 years with the mean age of 40.09 ± 16.11, where 57.4% of patients were male. Among all mean duration of symptoms was 6 days. The ratio of left to right stone was 1.26:1. Out of 68 patients, 80.9% of the patient’s distal ureteric stone was passed out spontaneously with medical expulsion therapy. There were statistically significant (p<0.001) association between normal serum CRP level, White cell counts and neutrophil percentage with the expulsion of distal ureteric calculus with size ≤ 8mm.Conclusion: There is a higher expulsion rate of distal ureteric calculus of size ≤ 8mm with the patient of the normal level of serum CRP level, White cell counts and neutrophil percentage than that of abnormal level.
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Et.al, Daisy Lyn F. Mariano. "Lesson Study: A Tool for an Improved Instructional Design in Teaching Integration by Parts." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 3862–69. http://dx.doi.org/10.17762/turcomat.v12i3.1675.
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This study aimed to develop instructional design in teaching the Integration by Parts in Calculus. By engaging in a Lesson Study, the researchers underwent careful planning of the design, executed it through a research lesson, noted key observations during the delivery of the lesson, and conducted a post-lesson conference. From the observations and insights during the post-conference, two themes emerged from where recommendations were drawn. The first theme pivoted on the propensity of teaching Integration by Parts as highly procedural and mechanical despite attempts at activating students’ higher-order thinking. However, the extent to which the tabular method could be advantageous should be explained to the students to clarify misconceptions about using it as a shortcut in performing Integration by Parts. The second theme revolved around how supportive classroom environment and the use of Tabular Method made the students more engaged. Nevertheless, providing learning experiences where students can be work on higher-order thinking and where they can process results of their collaboration was recommended to be incorporated in the instructional design. Generally, both Tabular and Conventional Methods play a crucial role in developing students’ mastery of this integration technique and may eventually allow them to make connections to the real world
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Herbert, Sandra. "Gestures in mathematical function talk." Gesture 17, no. 1 (October 19, 2018): 196–220. http://dx.doi.org/10.1075/gest.00016.her.
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Abstract The mathematical concept of function is an essential underpinning for advanced study in mathematics, such as calculus, and influences success in higher mathematics. Teaching about functions is challenging as many students find it difficult to understand. Effective teaching strategies are reliant on a teacher’s knowledge of the current understandings of their students. The gestures of the twenty-three middle-secondary Australian students (14–15 years old) in this study clarified the meaning of their words as they were interviewed whilst viewing two different computer simulations. Five ways in which students used their hands when providing multiple representations of mathematical functions are presented, which provide insights into students’ thinking about functions not available in their words alone.
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Mian, Farrukh Imran, Syed Ameer Hamza, and Syed Akhtar Hussain Bokhari. "Exploring an Association of Demographic, Oral, and Systemic Health Factors Among Patients Attending a Teaching Dental Center." Journal of Advanced Oral Research 10, no. 2 (September 2, 2019): 75–84. http://dx.doi.org/10.1177/2320206819855589.
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Background: Updated information on oral health status could be used to monitor oral disease patterns, as widespread variations in oral health outcomes within and between different countries are reported. Aim: The objective was to examine the status of oral and systemic health and their association with demographic characteristics of the population attending a public dental center. Methods: A cross-sectional secondary analysis of the patients’ record was conducted during June 2017 attending the dental center of Madina Teaching hospital Faisalabad, Pakistan. Study variables were analyzed using the t test and the c2 test with a significance level of P ≤ .050. Results: The mean age of the study sample was 31.9 ± 14.5 years; 56% were females; 48% had primary or higher education; 9% were hypertensive; 5% had hepatitis; and 5% diabetes mellitus; 52% were with poor oral hygiene, 68% had dental caries, 84% had no fillings, 27% had tooth loss, and 99% functional dentition; 74% patients had calculus, 67% had gingivitis, and 5% had periodontitis. Age was the strongest risk indicator. Dental caries, tooth loss, poor oral hygiene, gingivitis, periodontitis, and tooth mobility were significantly associated with diabetes mellitus; tooth loss and tooth mobility were associated with cardiac disease; tooth loss, periodontitis, and tooth mobility were associated with hypertension, whereas tooth loss and calculus were associated with hepatitis. Higher age and lower income were positively associated with poor oral hygiene. Conclusion: Age and gender remain to be the strongest predictors for both oral and systemic conditions. Poor oral health and tooth loss showed a strong relationship with chronic systemic conditions.
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Sangpom, Wasukree, Nisara Suthisung, Yanin Kongthip, and Maitree Inprasitha. "Advanced Mathematical Thinking and Students’ Mathematical Learning: Reflection from Students’ Problem-Solving in Mathematics Classroom." Journal of Education and Learning 5, no. 3 (April 22, 2016): 72. http://dx.doi.org/10.5539/jel.v5n3p72.
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<p>Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students’ inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In order to overcome this learning deficit, it is necessary that the concept of “reflection” be implemented in the teaching of this subject. It is believed that the adoption of this teaching concept will allow students to learn mathematics by themselves. This article is aimed at presenting mathematical problem-solving of undergraduate students on Calculus I. Concrete problems were assigned to students to participate, to improve students’ way of mathematical thinking, and to encourage the students’ mathematical learning and advanced mathematical thinking. The study was a qualitative research project conducted with first-year undergraduate students of Rajamangala University of Technology Phra Nakhon who had enrolled for Calculus I. Data were collected from interviews and field notes, along with video recordings. Findings showed that students succeeded in solving mathematical problems from simple to complex levels and using the subject fundamentals to connect to several methods of higher levels of thinking. Students also created effective means of problem-solving and applied these concepts to solve new problems.</p>
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Bigotte de Almeida, Maria Emília, Araceli Queiruga-Dios, and María José Cáceres. "Differential and Integral Calculus in First-Year Engineering Students: A Diagnosis to Understand the Failure." Mathematics 9, no. 1 (December 29, 2020): 61. http://dx.doi.org/10.3390/math9010061.
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Difficulties in the curricular units (CU) of the mathematical science area, particularly those related to differential and integral calculus (DIC), are often found among students of engineering degrees, leading to high failure rates. A research work was developed with the objective of finding the reasons that lead the students to fail in the CU of DIC (CU-DIC) taught in the 1st year of the engineering undergraduate degrees at the Coimbra Engineering Institute (ISEC), in Portugal. Applying a case study methodology, this article will present a current diagnosis with the objective to establish relationships between teaching methods and students’ learning strategies, and besides, we propose to build learning environments that lead to higher success. The analysis of collected data allows us to conclude that the CU-DIC in the ISEC maintain an identical distribution in the hourly load in several engineering degrees, where contents are adjusted to each context taking into account the CUs of each degree. The data analysis found better results in the academic year that includes two examination moments without any relationship between class attendance, dropout and pass rates. We propose some different teaching/learning strategies in CU-DIC and new learning environments that enhance freshmen students’ engagement and participation in their own learning process.
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Lopes, Vanessa Rodrigues, and Suely Scherer. "Cálculo Diferencial e Integral e o Uso de Tecnologias Digitais de Informação e Comunicação: uma Discussão de Pesquisas nos Últimos Onze Anos." Jornal Internacional de Estudos em Educação Matemática 11, no. 2 (September 11, 2018): 145. http://dx.doi.org/10.17921/2176-5634.2018v11n2p145-159.
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Os conceitos de Cálculo Diferencial e Integral são estudados em diversos cursos do Ensino Superior, como por exemplo, Engenharias, Química, Ciência da Computação, Administração, Biologia, Física, Matemática, dentre outros. Nos últimos onze anos, diversas pesquisas foram realizadas com foco nos processos de ensino e/ou de aprendizagem de Cálculo e em muitas se anuncia que foram motivadas pelos índices de reprovação nesta disciplina. Neste artigo, o objetivo é apresentar e analisar pesquisas desenvolvidas nos últimos onze anos, cujo objeto de investigação é o ensino e/ou a aprendizagem de Cálculo em espaço presencial e/ou virtual, no Ensino Superior, com uso de Tecnologias Digitais de Informação e Comunicação (TDIC) e refletir sobre a problemática do ensino e da aprendizagem de Cálculo com uso de TDIC, em especial com momentos à distância, a partir do cenário evidenciado por essas pesquisas. O estudo foi realizado a partir de uma busca no banco de teses e dissertações da Capes e na Biblioteca Digital Brasileira de teses e dissertações, tendo como resultado final vinte pesquisas sobre o tema, que foram analisadas nesse artigo. Esse cenário de pesquisas evidencia que o uso de tecnologias digitais pode ser um caminho para a superação de algumas dificuldades na aprendizagem do Cálculo. E um desafio para pesquisas sobre essa temática/problemática é considerar a possibilidade da aprendizagem móvel, ou M-learning, da aprendizagem ubíqua, ou u-learning, afinal os alunos do Ensino Superior estão cada vez mais com a tecnologia digital em suas mãos, acessível a qualquer momento, em vários espaços.Palavras-chave: Cálculo Diferencial e Integral I. Tecnologia Digital de Informação e Comunicação. Espaço Presencial. Espaço Virtual.AbstractThe concepts of Differential and Integral Calculus are studied in several courses of Higher Education, such as in Engineering, Chemistry,Computer Science, Administration, Biology, Physics, Mathematics, among others. In the last eleven years, several researches have beenconducted focusing on the teaching and / or learning process of Calculus, and in many, it is announced that they were motivated by the failurerates in this discipline. In this article the objective is to present and analyze researches developed in the last eleven years whose object ofresearch is the teaching and / or learning of Calculus in presence and / or virtual space in higher education, using Digital Information andCommunication Technologies ( TDIC), and to reflect on the teaching and learning of Calculus using TDIC, especially with moments at adistance, based on the scenario evidenced by these studies. The study was carried out from a search of the thesis and dissertation bank ofCapes and the Brazilian Digital Library of theses and dissertations, with the result of twenty researches on the subject, which were analyzed inthis article. This research scenario shows that the use of digital technologies can be a way to overcome some difficulties in learning Calculus.And a challenge for research on this issue / problem is to consider the possibility of mobile learning, or M-learning, ubiquitous learning, oru-learning, after all Higher Education students are increasingly with digital technology at their fingertips, Accessible at any time, in variousspaces.Keywords: Differential and Integral Calculus I. Digital Information and Communication Technology. Face-to-Face Space. Virtual Space.
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Santosa, Cecep Anwar Hadi Firdos, Didi Suryadi, Sufyani Prabawanto, and Syamsuri Syamsuri. "The role of worked-example in enhancing students’ self-explanation and cognitive efficiency in calculus instruction." Jurnal Riset Pendidikan Matematika 5, no. 2 (November 22, 2018): 168–80. http://dx.doi.org/10.21831/jrpm.v0i0.19602.
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This research was aimed to investigate the effect of students’ self-explanation to their achievement, mental effort, and cognitive efficiency while studying mathematics, particularly in integral topics. This research used a static-group comparison design implemented to first-year undergraduate students. The subject of the study consists of 64 first year undergraduate students in one of the universities in Banten province, Indonesia. The students were divided into two classrooms, experimental and control. Experimental classroom received worked-example method whereas control classroom studying without worked-example method. Instruments used in this research include achievement tests, rating scale mental effort, deviation model of cognitive efficiency, and teaching materials in the form of worked-example. The results show that the implementation of self-explanation through worked-example helps students get a higher achievement, lower mental effort, and better cognitive efficiency compared to students who get instruction without worked-example method. The research also reveals the important role of worked-example in enhancing the ability of students’ self-explanation.
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Edward Curtis Jr., James. "Economics Education and Teaching the Theory of the Firm Excerpts from Economics Textbook Materials." International Research in Economics and Finance 2, no. 2 (December 8, 2018): 38. http://dx.doi.org/10.20849/iref.v2i2.494.
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Curtis Jr (2018) describes the objective of the university course, to convey intermediate and advanced concepts of theory of the firm to students using explanatory, graphical and mathematical methods of analysis. The only prerequisite for this course is successful completion of Calculus, Principles of Microeconomics, or equivalent. After completing the requirements in this course, students should have a sufficient set of skills to thoroughly analyze interesting economic questions and to effectively participate in (i) advanced undergraduate economics courses, (ii) core graduate economic theory courses, and (iii) graduate courses in the school of business, including MBA programs. The emphasis of this paper is that economics is the study of the efficient choices made by individuals, including consumers, workers, owners of firms and social planners Policy writers. Students and wealthy philanthropists reading this paper might conclude that corporate board members, and higher education endowment strategists and budget executives, should focus on and enhance the effectiveness of the individual, conditional on the capacity and constraints, whether they are innate, financial or political.Curtis Jr (2018) presents the teaching materials separately, attached to this document, presented in Microsoft Powerpoint slides, created by James Edward Curtis Jr (2001) and Microsoft Publisher slides, created by James Edward Curtis Jr (2014), for projector transparency presentation by university instructors, and created by James Edward Curtis Jr, for higher education student studies.Reviewers include Dr. John C Ham, Ph.D. from Princeton University, Tenured Professor and Provost, and Former Advisor.
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Fernandes, Beatriz Da Costa, Rodiney Marcelo Braga dos Santos, Regina Maria Pereira de Souza, Jonas Andrade de Sousa, and José Doval Nunes Martins. "Análise do índice de retenção da disciplina Cálculo Diferencial e Integral I no IFPB – Campus Cajazeiras e proposta de intervenção didático-pedagógica a partir do serviço da web ‘Google Sala de Aula’." Revista Principia - Divulgação Científica e Tecnológica do IFPB 1, no. 50 (July 17, 2020): 11. http://dx.doi.org/10.18265/1517-0306a2020v1n50p11-22.
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In this research we point out the problem of the retention rate in the discipline “Differential and Integral Calculus I “(CDI I) which is in the curriculum of the higher education courses of the Federal Institute of Education, Science and Technology of Paraíba, Cajazeiras campus. The research typology used in the study comprises the qualitative-quantitative, descriptive-exploratory approaches and case study. The results obtained present the general performance data of students of 32 classes of the discipline in the years 2014 and 2017; the brief profile of the students of class 2018.2, in effect during the period of this research and an experience of pedagogical intervention through the use of the web service ‘Google Classroom’. We infer, however, that if this teaching strategy continues from its setting to its expansion, there will possibly be an expansion of the study dynamics of the subjects involved.
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Ahmed Abdulameer Alwan, Hussain T. Ajeel, and Ahmed Hamza Abd. "A comparative study for the effectiveness of Tamsulosin alone versus Tamsulosin plus Tadalafil combination as an expulsive medical treatment in the management of lower ureteric calculous in Al-Diwaniyah teaching hospital." International Journal of Research in Pharmaceutical Sciences 10, no. 2 (April 24, 2019): 1551–55. http://dx.doi.org/10.26452/ijrps.v10i2.875.
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To evaluate the efficacy & safety of tamsulosin alone versus tamsulosin plus tadalafil combination as expulsive medical treatment of distal ureteric calculus. From March 2015 utile March 2017, two hundred patients (one hundred thirty males and seventy females), who attended the outpatient urology clinic and presented with stones size 5 to 10 mm in distal ureteric part, have been randomly allocated into two equal treatment groups. Group A treated with tamsulosin alone, and group B treated with tamsulosin plus tadalafil. Both treatments were given for a maximum of six weeks’ duration. The rate and time to the calculous passage, type of analgesic use, adverse effects of the drugs, number of outpatient urology clinic visits for pain, and follow-up were noted. Both treatment groups have higher expulsion rate with a lower time to expulsion with no statistically significant differences between them (p=0.350, p=0.074, respectively). Group B showed a significantly lower rate in admission to the hospital for pain and need for analgesia than in group A. no dangerous adverse events had been observing in both groups. Additional benefit seen in group B was the improvement in erectile function regarding male patients. Using tamsulosin and tadalafil as an expulsive medical treatment for distal ureteric calculous is safe and efficacious. Such combination therapy may provide additional advantages in cases of erectile dysfunction co-exist with distal ureteric calculi.
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Setyawan, Fariz, and Afit Istiandaru. "Implementasi Self Regulated Flipped Classroom pada Mata Kuliah Kalkulus." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 3, no. 1 (January 4, 2019): 119. http://dx.doi.org/10.31331/medivesveteran.v3i1.699.
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Target yang ingin dicapai dalam penelitian ini adalah mendeskripsikan sejauh mana pendekatan SRFC mampu membuat mahasiswa program studi pendidikan matematika Universitas Ahmad Dahlan (UAD) belajar mandiri. Paradigma baru yang berkembang di perguruan tinggi menuntut pembelajaran harus mampu memandirikan mahasiswa dalam belajar (self regulated learning). Pendekatan pembelajaran yang secara teori berpotensi mampu memfasilitasi belajar mandiri adalah pendekatan SRFC. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Bedasarkan hasil penelitian, penulis berharap pendekatan Self Regulated Flipped Classroom (SRFC) tidak hanya diterapkan pada mata kuliah Kalkulus diferensial saja melainkan dapat menjadi rujukan pada mata kuliah lain. Adapun pelaksanaan SRFC dari sisi kognitif masih memiliki kekurangan dimana mahasiswa belum terlibat aktif dalam melakukan refleksi berpikir selama pembelajaran, namun mahasiswa lebih terlibat aktif dalam sisi intepretasi. Selain itu, motivasi dan perilaku mahasiswa cenderung positif selama menggunakan pendekatan pembelajaran SRFC. Hal ini dikarenakan adanya dukungan dari pengajar dan teman sejawat serta interaksi selama pembelajaran berlangsung.
Kata kunci: kalkulus, SRFC, kemandirian belajar.
ABSTRACT
This research aims to describe the SRFC approach through self regulated indicators and the result of the study of college students in Universitas Ahmad Dahlan. The new paradigm related to Higher Level Education strive for students whom can independently get their own knowledge. SRFC has a potential method to make the students study independently. This research is using qualitative descriptive approach. Based on the result, the author recommend to used SRFC approach not only implemented in Calculus Diferential course but also the other subject. As far as the SRFC activities, cognitive domain hasn’t actively contributed in teaching and learning process because the students havent involve their reflection in learning the subject. However, their intepretation of the subject is actively involved better. In addition, the motivation and the attitude of the students is positive in using SRFC approach. It is because there are support from the teacher and their collegaues and their interaction while they were studying.
Keywords: calculus, self-regulated learning, mastery learning.
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Al-Zaidi, Raghad R. "Oral Health Status in Autism Patients Children in Iraq." NeuroQuantology 19, no. 6 (July 14, 2021): 54–60. http://dx.doi.org/10.14704/nq.2021.19.6.nq21068.
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Background: The autism spectrum disorder (ASD) has been introduced as one of the complicated developmental disabilities impairing communication and behavioral, intellectual as well as social functioning describes diverse symptoms, such as difficulties in communication skills and social interactions. The present research has been performed to assess seriousness of the dental caries in conjunction with the oral cleanliness amongst children suffering from autism in comparison with a control group according to age groups and gender. Materials and Methods: This research involved 30 children aged 3-14 years (male, female) who suffered from autism and attended autism centers in Welfare Children Teaching Hospital in Baghdad province, Iraq, were selected for the study compared to 30 healthy children with the same age group. Plaque (PlI), Decayed, missing, and filled surfaces (dmfs, DMFS), calculus (CI) as well as Gingival (GI) indices have been applied for measuring the status of oral health for these two groups. The data of our research has been analyzed by SPSS 26. Results: The entire autism group was caries active. For primary dentition, a lower dmfs values were recorded for study in comparison with the controls, differences have been not significant in dmfs, while for permanent dentition, a higher DMFS values were recorded for study in comparison with the control group with statistically significant concerning DMFS (P < 0.05). Moreover, caries experience (DS and DMFS) among both genders were higher in the study group in comparison with the controls with a significant difference in female only. Total mean value of PlI in the study group has been greater than the controls with no statistically significant difference. In addition, total mean value of GI in the study group has been lower than the controls with no statistically significant difference. Furthermore, correlation coefficient between the caries experience of primary and permanent teeth with PlI and GI among study and control group showed no significant correlations seen in the study and control groups, all of them were positively correlated except (ds) with (GI) in control group which was negatively correlated with no significant correlation. Conclusion: children with ASD had higher dental caries severity regarding permanent teeth compared to normal subjects, plaque higher in autistic group than control group. Dental care planners must design preventing strategies for avoiding caries; procedures for oral care as well as educational programs for oral care and promotion for addressing diverse challenges facing the oral care in ASD.
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Lim, Beh Kian, Swee Foong Tong, and Che Noorlia Noor. "Inverse proportion : a constructivist view of college students." Social and Management Research Journal 5, no. 2 (December 1, 2008): 123. http://dx.doi.org/10.24191/smrj.v5i2.5164.
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From the constructivist paradigm, knowing misconceptions of students regarding a particular concept is deemed vital in designing effective instruction. Ausubel (1968) commented that 'The most important single factor influencing learning is what the learner already knows; ascertain this and teach him accordingly'. The symbiosis between science and mathematics is a profound one. Science views mathematics as a significant branch. Science likes to refer mathematics as the Queen, as mathematics nurtures the growth of science especially in the areas such as scientific prediction and manipulation. On the other hand, many concepts of mathematics are invented for the purpose of science such Proportion and Calculus to name a few. Two major ideas in Proportion are the Direct and the Inverse. A good grasp of these mathematical ideas is paramount for students in understanding the fundamental nature of science in its quantitative form. This paper offers a comprehensive description of seven hundred and fifty nine science based students (385 female and 374 male) from a local university in their developmental understanding of this mathematical idea of Inverse Proportion from the six domains i.e., Definition of Inverse Proportion, Graphical Representation of Inverse Proportion, Mathematical Representation of Inverse Proportion, Data Characteristic of Inverse Proportion, Relational Understanding of Inverse Proportion, and Problem Solving in Inverse Proportion. It discusses these six domains from two perspectives i.e., Academic Ability and Gender. The paper is based on a study by Beh et al (2008) anchoring on Constructivism. Among the major findings are: Students irrespective of high or low academic ability generally performed poorly in domains requiring conceptual understanding but showed relatively higher competency for the domain requiring procedural skills. Students of higher level academic ability demonstrate a significant in dept understanding of Inverse Proportion than students of lower level of academic ability; and Male students overall understanding of Inverse is significantly higher than their female counterparts at the 5% level. Since the study is based on Constructivism, it also highlights students' alternative frameworks. Implications for teaching and learning will be discussed.
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Retzlaff, Eliani, Rozelaine De Fatima Franzin, Rosangela Ferreira Prestes, and Antonio Vanderlei dos Santos. "Acompanhamento pedagógico com o software mathcad prime como contribuição na perspectiva da aprendizagem significativa." Revista Brasileira de Educação em Ciências e Educação Matemática 2, no. 2 (August 31, 2018): 303. http://dx.doi.org/10.33238/rebecem.2018.v.2.n.2.19887.
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Resumo: Existe uma variedade de softwares disponíveis que podem ser usados na Educação Básica e Superior como recursos didáticos para apoiar, reforçar ou complementar as aulas, de forma dinâmica, propiciando situações para uma aprendizagem significativa. O artigo propõe-se analisar o potencial didático do Software Mathcad Prime como contribuição dessa aprendizagem. Nesse sentido, utilizou-se o Estudo de Funções, pela dificuldade apresentada pelos alunos na compreensão de conceitos, propriedades e análise gráfica, bem como na resolução de problemas. A utilização desse recurso nas atividades dos componentes curriculares de Fundamentos de Matemática “A”, Física Geral “A” e Cálculo Diferencial e Integral I, sob a forma de acompanhamento pedagógico, pode favorecer e fortalecer o ensino da Matemática. Os resultados dessa pesquisa mostram que a mediação do software pode promover diferentes abordagens e situações de aprendizagem que envolvem relações conceituais e a utilização de modelos que se ajustam a solução de problemas reais colaborando para o desenvolvimento de estruturas mentais de forma coordenada.Palavras-chave: Aprendizagem significativa; Estudo de Funções; Software Mathcad Prime. Pedagogical follow-up with the mathcad prime software as a contribution to the perspective of meaningful learningAbstract: There are a variety of softwares available that can be used in basic and higher education as teaching resources to support, reinforce or complement classes, dynamically strengthening for meaningful learning. The article proposes to analyze the didactic potential of Mathcad Prime Software as a contribution of this learning. In this sense, the Study of Functions was used, due to the difficulty presented by the students in understanding concepts, properties and graphic analysis, as well as in solving problems. The use of this resource in the activities of the curricular components of Fundamentals of Mathematics A, General Physics A and Differential and Integral Calculus I, in the form of pedagogical accompaniment, can support and strengthen the teaching of Mathematics The results of this research show that software mediation can promote different approaches and learning situations that involve conceptual relationships and the use of models that adjust to the solution of real problems collaborating for the development of mental structures in a coordinated way.Keywords: Meaningful learning; Function Study; Mathcad Prime software.
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Yarni, Asna. "Improving competitive appreciative value with competitive Learning model and cooperative learning for mathematics in grade Sixth of elementary school no.01 koto pulai kecamatan lengayang." Jurnal Ilmiah Pendidikan Scholastic 1, no. 1 (April 28, 2017): 164–75. http://dx.doi.org/10.36057/jips.v1i1.296.
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Implementation of Education at elementary level aims to provide stock to students to live in society and can continue Education to a higher level. One of the areas of teaching in elementary education is mathematics. Mathematics is the study of patterns and relationships, a way or pattern of thinking, an art, a language and a tool according to Reys et al. (Ruseffendi 1990: 2). Mathematics as a tool that is, where human beings to think in finding the truth. The truth discovery in resolving the issues in general and in solving the problems that use mathematics in particular, for example, the number can be used a tool for understanding algebra and calculus while other subjects that require mathematics include Physics, economics, astronomy. The purpose of this study, in accordance with the problems that have been raised are: To know the improvement of learning concept of KPK and FPB through Cooperative learning model CCL in Class VI Koto Pulai No.01 Elementary School District of Lengayang. To know student achievement through Cooperative learning model CCL in KPK and FPB learning at Class VI Koto Pulai No.01 Elementary School District of Lengayang. The form of this research that is carried out is a classroom action research (Clasroom action research). Classroom action research is a reflective form of research by taking action- Certain actions in order to improve and / Classroom teaching practice in a more professional manner. (Suyanto, 1997: 4). Therefore PTK is a form of research that has characteristics related to the problems that departfrom the problem of learning practices faced by teachers everyday, from the problem then the teacher needs to solve the problem professionally Based on the results obtained by students with an average of 8.2 with the greatest results 10 and the smallest 4, for that based on reflection and interviews on student results obtained a picture that there are still students who are not careful in completing KPK and FPB and the mistake to determine the step From determining the KPK and FPB and also there are mistakes in calculating the sum, division and multiplication, from this can be obtained the picture as according to Mercer and Mercer (in Armanto, 1990: 58), as for learning with this model Has begun to appear successful in understanding the concept of KPK and FPB and Cooperative learning
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Possamai, Janaína Poffo, and Vilmar Ibanor Bertotti Junior. "Resolução de problemas: reflexões de uma prática realizada com o uso de tecnologias digitais da informação e comunicação em aulas remotas no ensino superiorProblem solving: reflections of a practice carried out using digital information and communication technologies in remote classes in higher education." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 3 (January 9, 2021): 485–511. http://dx.doi.org/10.23925/1983-3156.2020v22i3p485-511.
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ResumoEste estudo teve como intuito analisar implicações das Tecnologias Digitais da Informação e Comunicação em aulas remotas e síncronas para a abordagem da metodologia de Ensino-Aprendizagem-Avaliação de Matemática por meio da Resolução de Problemas, indicando adaptações, se necessário. Para tanto, nessa pesquisa, caracterizada como qualitativa, apresenta-se uma revisão da literatura frente aos pressupostos que envolvem a metodologia indicada e o uso das tecnologias digitais em aulas remotas. Na sequência, uma aplicação, realizada na disciplina de Cálculo Numérico no Ensino Superior, é relatada e analisada com base nos referenciais adotados. Os resultados indicam que o uso de tecnologias de informação favorece o ambiente de investigação e do trabalho colaborativo na resolução dos problemas, enquanto o uso de tecnologias de comunicação demanda adaptações nas etapas de organização dos grupos de trabalho, acompanhamento do professor e compartilhamento das soluções.Palavras-chave: Resolução de Problemas, Protagonismo, Trabalho Colaborativo, Aulas Remotas e Síncronas, Mediação por Tecnologia.AbstractThis study aimed to analyze implications of Digital Information and Communication Technologies in remote and synchronous classes for the approach of the methodology of Teaching-Learning-Evaluation of Mathematics through Problem Solving, indicating adaptations, if necessary. To this end, in this research characterized as qualitative, a literature review is presented in view of the assumptions that involve the indicated methodology and the use of digital technologies in remote classes. Following an application performed in the discipline of Numerical Calculus in Higher Education is reported and analyzed based on the adopted references. The results indicate that the use of information technologies favors the research environment and collaborative work in solving problems, while the use of communication technologies is what require adaptations in the stages of organization of work groups, teacher monitoring and sharing of solutions.Keywords: Problem Solving, Protagonism, Collaborative Work, Remote and Synchronous Classes, Technology Mediation. ResumenEste estudio tuvo como objetivo analizar las implicaciones de las Tecnologías Digitales de la Información y la Comunicación en clases remotas y sincrónicas para el enfoque de la metodología de Enseñanza-Aprendizaje-Evaluación de Matemáticas a través de la Resolución de Problemas, indicando adaptaciones, si es necesario. Para ello, en esta investigación caracterizada como cualitativa, se presenta una revisión bibliográfica a la vista de los supuestos que implican la metodología indicada y el uso de tecnologías digitales en clases remotas. Después de una aplicación realizada en la disciplina de Cálculo Numérico en Educación Superior se informa y analiza sobre la base de las referencias adoptadas. Los resultados indican que el uso de las tecnologías de la información favorece el entorno de investigación y el trabajo colaborativo en la resolución de problemas, mientras que el uso de las tecnologías de la comunicación es lo que requiere adaptaciones en las etapas de organización de grupos de trabajo, seguimiento de profesores e intercambio de soluciones.Palabras clave: Solución de Problemas, Protagonismo, Trabajo Colaborativo, Clases Remotas y Sincrónicas, Mediación Tecnológica.
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Possamai, Janaína Poffo, and Vilmar Ibanor Bertotti Junior. "Resolução de problemas: reflexões de uma prática realizada com o uso de tecnologias digitais da informação e comunicação em aulas remotas no ensino superiorProblem solving: reflections of a practice carried out using digital information and communication technologies in remote classes in higher education." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 3 (January 9, 2021): 485–511. http://dx.doi.org/10.23925/1983-3156.2020v22i3p485-511.
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ResumoEste estudo teve como intuito analisar implicações das Tecnologias Digitais da Informação e Comunicação em aulas remotas e síncronas para a abordagem da metodologia de Ensino-Aprendizagem-Avaliação de Matemática por meio da Resolução de Problemas, indicando adaptações, se necessário. Para tanto, nessa pesquisa, caracterizada como qualitativa, apresenta-se uma revisão da literatura frente aos pressupostos que envolvem a metodologia indicada e o uso das tecnologias digitais em aulas remotas. Na sequência, uma aplicação, realizada na disciplina de Cálculo Numérico no Ensino Superior, é relatada e analisada com base nos referenciais adotados. Os resultados indicam que o uso de tecnologias de informação favorece o ambiente de investigação e do trabalho colaborativo na resolução dos problemas, enquanto o uso de tecnologias de comunicação demanda adaptações nas etapas de organização dos grupos de trabalho, acompanhamento do professor e compartilhamento das soluções.Palavras-chave: Resolução de Problemas, Protagonismo, Trabalho Colaborativo, Aulas Remotas e Síncronas, Mediação por Tecnologia.AbstractThis study aimed to analyze implications of Digital Information and Communication Technologies in remote and synchronous classes for the approach of the methodology of Teaching-Learning-Evaluation of Mathematics through Problem Solving, indicating adaptations, if necessary. To this end, in this research characterized as qualitative, a literature review is presented in view of the assumptions that involve the indicated methodology and the use of digital technologies in remote classes. Following an application performed in the discipline of Numerical Calculus in Higher Education is reported and analyzed based on the adopted references. The results indicate that the use of information technologies favors the research environment and collaborative work in solving problems, while the use of communication technologies is what require adaptations in the stages of organization of work groups, teacher monitoring and sharing of solutions.Keywords: Problem Solving, Protagonism, Collaborative Work, Remote and Synchronous Classes, Technology Mediation. ResumenEste estudio tuvo como objetivo analizar las implicaciones de las Tecnologías Digitales de la Información y la Comunicación en clases remotas y sincrónicas para el enfoque de la metodología de Enseñanza-Aprendizaje-Evaluación de Matemáticas a través de la Resolución de Problemas, indicando adaptaciones, si es necesario. Para ello, en esta investigación caracterizada como cualitativa, se presenta una revisión bibliográfica a la vista de los supuestos que implican la metodología indicada y el uso de tecnologías digitales en clases remotas. Después de una aplicación realizada en la disciplina de Cálculo Numérico en Educación Superior se informa y analiza sobre la base de las referencias adoptadas. Los resultados indican que el uso de las tecnologías de la información favorece el entorno de investigación y el trabajo colaborativo en la resolución de problemas, mientras que el uso de las tecnologías de la comunicación es lo que requiere adaptaciones en las etapas de organización de grupos de trabajo, seguimiento de profesores e intercambio de soluciones.Palabras clave: Solución de Problemas, Protagonismo, Trabajo Colaborativo, Clases Remotas y Sincrónicas, Mediación Tecnológica.
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Igliori, Sonia Barbosa Camargo, Celina Aparecida Almeida Pereira Abar, and Marcio Vieira De Almeida. "Continuidade e diferenciabilidade de funções reais: uma proposta de estudo dessas noções com a utilização do computador." Revemop 1, no. 1 (January 10, 2019): 24. http://dx.doi.org/10.33532/revemop.v1n1a2.
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<p>Este artigo objetiva analisar a utilização dos computadores no ensino da noção de continuidade e diferenciabilidade de funções de uma variável real. A relação é abordada no caso de funções contínuas e não diferenciáveis em um intervalo real, por meio de um exemplo que foi encontrado em um artigo escrito por David Tall e utilizado para evidenciar uma forma pela qual o computador pode auxiliar no ensino e aprendizagem dos conceitos do Cálculo Diferencial e Integral quando materiais didáticos e significativos são produzidos. Elementos da teoria de Tall sobre as vantagens dos computadores na Educação, bem como a importância histórica do desenvolvimento de um exemplo de função contínua e não diferenciável são apresentados neste artigo. Além disso, é explorado o caso de uma função definida por um limite de uma série de funções. Também são apresentados comando e ferramentas que estão disponíveis no <em>software</em> GeoGebra. Como resultado, são apresentadas ferramentas que, possivelmente, podem contribuir com a prática, bem como avançar com a Educação Matemática no ensino superior.</p><p><strong>Palavras-chave: </strong>Diferenciabilidade. Continuidade. Didática. Computadores. Ensino Superior.</p><p><strong><br /></strong></p><p><strong>Continuity and differentiability of real functions: a proposal for the study of these notions with the use of the computer</strong></p><p><strong></strong>His paper aims at analyzing the use of computers when teaching differentiability and continuity in real-valued functions. The relation is approached in the case of a non-differentiable continuous real interval through an example is found in an article written by David Tall and is used to evidence a way in which a computer helps the learning and teaching of concepts of Differential and Integral Calculus when didactic and meaningful materials are produced. Elements of Tall’s theory on the advantages of the use of computers in Education, as well as the historical importance of the development of an example of a continuous non-differentiable function are presented in this paper. In addition, a case of a function defined as limit to a series of functions is explored. In addition, commands and tools, which are available in the software GeoGebra, are presented. As a result, we present tools, which will hopefully contribute to the practice as well as advancements in Mathematics Education at higher education level.</p><p><strong>Keywords: </strong> Differentiability. Continuity. Didactic. Computers<strong>. </strong>Higher Education level.</p><p><strong><br /></strong></p><p><strong>Continuidad y diferenciabilidad de funciones reales: una propuesta de estudio de esas nociones con la utilización del ordenador</strong></p><p><strong></strong>Este artículo tiene como objetivo analizar la utilización de las computadoras en la enseñanza de la noción de continuidad y diferenciabilidad de funciones de una variable real. La relación es abordada en el caso de funciones continuas y no diferenciables en un intervalo real, por medio de un ejemplo que fue encontrado en un artículo escrito por David Tall y utilizado para evidenciar una forma por la cual el ordenador puede auxiliar en la enseñanza y aprendizaje de los conceptos del Cálculo Diferencial e Integral cuando se producen materiales didácticos y significativos. Los elementos de la teoría de Tall sobre las ventajas de las computadoras en la Educación, así como la importancia histórica del desarrollo de un ejemplo de función continua y no diferenciable se presentan en este artículo. Además, se explora el caso de una función definida por un límite de una serie de funciones. También se presentan comandos y herramientas que están disponibles en el software GeoGebra. Como resultado, se presentan herramientas que, posiblemente, pueden contribuir con la práctica, así como avanzar con la Educación Matemática en la enseñanza superior.</p><p><strong>Palabras clave:</strong> Diferenciabilidad. Continuidad. Didáctica. Las computadoras. Enseñanza superior.</p>
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Dibbs, Rebecca Anne, David Glassmeyer, and Wafa Yacoub. "Students’ Perceived Utility of Precision Taught Calculus." Qualitative Report, January 8, 2015. http://dx.doi.org/10.46743/2160-3715/2013.1425.
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The last decade of calculus research has showed students learn best when lecture is supplemented with thoughtful use of technology and group work; however, educators are given little direction of how they are to balance the already full first semester calculus class. Precision teaching is an instructional model that employs formative assessment to provide information on what topics are understood by students as well as indicate troublesome concepts. With this information, the instructor can adjust class time accordingly by incorporating supplemental activities most beneficial to students. The purpose of this interview study was to explore the perceived utility of precision teaching by eight students earning to see if further exploration of this topic was warranted. Although precision teaching requires more work for the instructor, students’ high perceived utility makes precision teaching a valuable method of undergraduate instruction because they claim to study more, understand material better, and earn higher grades.
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Mosia, Paseka A., and Nareadi Phasha. "Access to curriculum for students with disabilities at higher education institutions: How does the National University of Lesotho fare?" African Journal of Disability 6 (April 28, 2017). http://dx.doi.org/10.4102/ajod.v6i0.257.
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Background: Creating access to curricula at institutions of higher education for students with disabilities requires a concerted effort from management and other key stakeholders to identify students’ needs and create opportunities for success.Objectives: This paper presents the findings of a study which examined students with disabilities’ access to curricula at a higher education institution in Lesotho.Method: Data for this qualitative study were collected using three methods: in-depth interviews, focus group discussions and document analysis. Eleven students with various types of impairments and 15 academic and non-academic staff members currently working in close proximity to students with disabilities participated in this study.Results: The findings reveal inconsistencies between the institution’s admission policy of non-discrimination according to disability status and its practices. These inconsistencies are discussed under the following themes: (1) access at admission level, (2) management of disability data, (3) support by the special education unit, (4) teaching strategies, (5) support by lecturers, (6) availability of assistive technology, (7) special concessions and (8) students’ coping mechanisms.Conclusion: We recommend that a clear policy concerning the support of students with disabilities be developed with the following aims: guide decisions on how disability data should be used, define roles that different university departments must play in facilitating access to curricula for all students, influence suitable development of teaching and learning resources, stimulate research on success and completion rates of students with disabilities and mandate restructuring of programmes that are currently inaccessible to students with disabilities. Key stakeholders, including students with disabilities, disabled persons’ organisations, disability rights activists, and staff should be involved in such policy design.
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McCunn, Lindsay J., and Emily Cilli-Turner. "Spatial Training and Calculus Ability: Investigating Impacts on Student Performance and Cognitive Style." Journal of Educational Research and Practice 10, no. 1 (October 6, 2020). http://dx.doi.org/10.5590/jerap.2020.10.1.20.
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Undergraduate calculus is a foundational mathematics sequence that previews the sophistication students will need to succeed in higher-level courses. However, students often struggle with concepts in calculus because they are more abstract and visual than those in other foundational mathematics courses. Additionally, women continue to be underrepresented in the STEM fields. This study builds on previous work indicating a malleability in spatial ability by testing whether improvement occurs in students’ spatial and mathematics ability after implementing spatial training in calculus courses. The researchers also measured associations between spatial training and self-reported cognitive style. While spatial training did not significantly improve calculus and spatial skills, the researchers measured impacts on the psychological correlate of cognitive learning style. This is important as non-spatial cognitive preferences can result in students not recognizing the dynamic information encapsulated in graphical images, which is a large component of calculus. These results may have practical implications for teaching calculus at the undergraduate level and may, with further research, help to narrow the gender gap in the STEM fields.
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Alfaro Viquez, Helen, and Jorma Joutsenlahti. "Promoting learning with understanding: Introducing languaging exercises in calculus course for engineering students at the university level." LUMAT: International Journal on Math, Science and Technology Education 8, no. 1 (September 24, 2020). http://dx.doi.org/10.31129/lumat.8.1.1412.
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The study of mathematics at the university level requires logical thinking and strong mathematical skills. Contemporary first-year students are not prepared for these demands and end up failing their courses. This study aims to present an instrument for enhancing mathematics teaching and promoting learning with understanding in higher education by a combination of symbolic, natural, and pictorial languages in different tasks. We analyze the 17 solutions of four languaging exercises administered in a basic calculus course for engineering students at the University of Costa Rica. The results suggest that these exercises promote the acquisition of skills necessary to be mathematically proficient and are a useful tool for revealing students’ mathematical thinking and misconceptions.
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Ramos Rodriguez, Elisabeth, Patricia Vásquez Saldías, Jonathan Rojas-Valero, and Betsabé González Yáñez. "Un experimento de enseñanza basado en la actualización del texto guía de Cálculo Diferencial para estudiantes de Ingeniería en Chile, su estado del arte / A Teaching Experiment Based on Updating the Guide Differential Calculus Text for Students of Engineering in Chile, its State of the Art." Revista Internacional de Educación y Aprendizaje 4, no. 2 (October 27, 2016). http://dx.doi.org/10.37467/gka-revedu.v4.208.
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ABSTRACTHis paper aims to show the state of the art relevant to a study that considers the development of a teaching experiment (Plomp, 2010) (design, planning and analysis of a teaching unit) to promote the teaching and learning of future engineers newly admitted to the Catholic University of Valparaiso, Chile. This experiment is based on the redesign of the textbook under the eaves of the teaching of mathematics . Under the qualitative paradigm, we addressed the state of the art from two angles: the teaching experience and the texts used today. On teaching experience, we analyze, from a survey, the way this textbook has been used and its implication in teaching at the University. For second edge, we considered the study of texts mostly employees in three prestigious universities in our country, observing their mathematical components and / or the teaching of mathematics. The results show a variety of ways in which the text is used, from a simple suggestion for the college student, until explicit support, class to class. On the other hand, use of texts that have a strong disciplinary component (mathematics), to the detriment of the teaching is evident. This leaves us in a complex and challenging scenario for teaching experiment: the design of a text that promotes the connection between mathematics and its teaching as a means to strengthen the teaching and learn- ing of mathematics at higher level.RESUMENEste trabajo tiene por objetivo mostrar parte del estado del arte, el rediseño y algunos resultados de implementación -bajo el alero de la didáctica de la matemática- del primer capítulo del texto guía para futuros ingenieros, recién ingresados a la Pontificia Universidad Católica de Valparaíso, Chile. Bajo el paradigma cualitativo, abordamos el estado del arte y el rediseño del texto actualmente empleado. Los resultados muestran una diversidad de formas en que se usa el texto, desde una simple sugerencia para el estudiante universitario, hasta un apoyo explícito, clase a clase. Por otro lado, se evidencia un empleo de textos que poseen un fuerte componente disciplinario (de la matemática), en desmedro de lo didáctico. Se presenta el rediseño de un texto que intenta impulsar la conexión entre la matemática y su didáctica como un medio que fortalezca el proceso de enseñanza y aprendizaje de la matemática a nivel superior. Actualmente, dicho texto se encuentra en la etapa de implementación en dos cursos de cálculo diferencial de dos carreras de ingeniería. Tal aplicación ha tenido como producto el trabajo de estudiantes y profesores sobre dicho texto, evidenciando aspectos positivos de dicha implementación en base a la experiencia de los profesores a cargo de las asignaturas respectivas, quienes han dispuesto las bases para ajustar este rediseño en base a la implementación realizada. Contacto principal: Elisabeth.ramos@pucv.cl
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Biriukova, Tatiana, and Tatiana Sukach. "IMPROVING THE LEVEL OF MOTIVATION OF HIGH MATHEMATICS EXPERIENCE OVER RESOLVING PROFESSIONAL INTEGRITY PROBLEM." Educological discourse, no. 1-2 (2019). http://dx.doi.org/10.28925/2312-5829.2019.1-2.115127.
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The article deals with raising the level of motivation for studying higher mathematics by solving problems of professional orientation. Examples of solving problems for students of the economic profile of education are given. The applied nature of the tasks under consideration aims to combine the study of higher mathematics with the special training of future bachelors and give them the opportunity to gain experience in solving production problems, to increase their professional competence, which is very important during a period of intense competition in the labor market. Modern teaching of higher mathematics in higher educational institutions in Ukraine requires from the teacher a creative, research approach to the selection of tasks for solving in practical classes, namely, the selection of professional orientation tasks for students of the corresponding field of knowledge, which in turn increases interest in studying the discipline, motivation training, forms the corresponding competences of the bachelor's degree. It should be noted that the use of professional-oriented tasks in higher mathematics classes is very important for the educational process, since: - activates the educational process; - increases the level of higher mathematics education; - provides connection with the future profession; - helps to get deeper into the subject and fully understand the need to study it in order to acquire the chosen profession. The defined integral is used to calculate the total economic effects, the total marginal contributions, and so on. The discussed examples do not exhaust all possible applications in the economy, but the interest in studying the course of higher mathematics significantly increases. On practical classes students of economic specialties are offered tasks on calculation of expenses, income and profit in production, determination of total profit at a separate time; tasks on the strategy of enterprise development, on total expenses of consumers for goods; the problem of finding capital for known parts of investment, discounted income and others that are solved with the help of integral calculus. The applied nature of these tasks aims to combine the study of higher mathematics with the special training of future bachelors and give them the opportunity to gain experience in solving production problems, to increase their professional competence.
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"IVAN SLESHYNSKY AS A POPULARIZER OF THE IDEAS OF MATHEMATICAL LOGIC IN UKRAINE." Journal of V. N. Karazin Kharkiv National University, Series "Philosophy. Philosophical Peripeteias", no. 62 (2020): 99–107. http://dx.doi.org/10.26565/2226-0994-2020-62-11.
Full textAbstract:
The first half of the twentieth century was marked by the simultaneous development of logic and mathematics. Logic offered the necessary means to justify the foundations of mathematics and to solve the crisis that arose in mathematics in the early twentieth century. In European science in the late nineteenth century, the ideas of symbolic logic, based on the works of J. Bull, S. Jevons and continued by C. Pierce in the United States and E. Schroeder in Germany were getting popular. The works by G. Frege and B. Russell should be considered more progressive towards the development of mathematical logic. The perspective of mathematical logic in solving the crisis of mathematics in Ukraine was noticed by Professor of Mathematics of Novorossiysk (Odesa) University Ivan Vladislavovich Sleshynsky. Sleshynsky (1854 –1931) is a Doctor of Mathematical Sciences (1893), Professor (1898) of Novorossiysk (Odesa) University. After studying at the University for two years he was a Fellow at the Department of Mathematics of Novorossiysk University, defended his master’s thesis and was sent to a scientific internship in Berlin (1881–1882), where he listened to the lectures by K. Weierstrass, L. Kronecker, E. Kummer, G. Bruns. Under the direction of K. Weierstrass he prepared a doctoral dissertation for defense. He returned to his native university in 1882, and at the same time he was a teacher of mathematics in the seminary (1882–1886), Odesa high schools (1882–1892), and taught mathematics at the Odesa Higher Women’s Courses. Having considerable achievements in the field of mathematics, in particular, Pringsheim’s Theorem (1889) proved by Sleshinsky on the conditions of convergence of continuous fractions, I. Sleshynsky drew attention to a new direction of logical science. The most significant work for the development of national mathematical logic is the translation by I. Sleshynsky from the French language “Algebra of Logic” by L. Couturat (1909). Among the most famous students of I. Sleshynsky, who studied and worked at Novorossiysk University and influenced the development of mathematical logic, one should mention E. Bunitsky and S. Shatunovsky. The second period of scientific work of I. Sleshynsky is connected with Poland. In 1911 he was invited to teach mathematical disciplines at Jagiellonian University and focused on mathematical logic. I. Sleshynsky’s report “On Traditional Logic”, delivered at the meeting of the Philosophical Society in Krakow. He developed the common belief among mathematicians that logic was not necessary for mathematics. His own experience of teaching one of the most difficult topics in higher mathematics – differential calculus, pushed him to explore logic, since the requirement of perfect mathematical proof required this. In one of his further works of this period, he noted the promising development of mathematical logic and its importance for mathematics. He claimed that for the mathematics of future he needed a new logic, which he saw in the “Principles of Mathematics” by A. Whitehead and B. Russell. Works on mathematical logic by I. Sleszynski prompted many of his students in Poland to undertake in-depth studies in this field, including T. Kotarbiński, S. Jaśkowski, V. Boreyko, and S. Zaremba. Thanks to S. Zaremba, I. Sleshynsky managed to complete the long-planned concept, a two-volume work “Theory of Proof” (1925–1929), the basis of which were lectures of Professor. The crisis period in mathematics of the early twentieth century, marked by the search for greater clarity in the very foundations of mathematical reasoning, led to the transition from the study of mathematical objects to the study of structures. The most successful means of doing this were proposed by mathematical logic. Thanks to Professor I. Sleshynsky, who succeeded in making Novorossiysk (Odesa) University a center of popularization of mathematical logic in the beginning of the twentieth century the ideas of mathematical logic in scientific environment became more popular. However, historical events prevented the ideas of mathematical logic in the domestic scientific space from the further development.