Journal articles: 'Everyday life mathematics'

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Hermawanti, Ninda Putri, and Elsa Dona. "The Application of "Sets" of Discrete Mathematics everyday in life." CSRID (Computer Science Research and Its Development Journal) 10, no. 3 (March 3, 2021): 153. http://dx.doi.org/10.22303/csrid.10.3.2018.153-161.

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<p><em>Mathematics is related to something that can be calculated or something expressed in terms of quantity (number). There are so many economic variables (concepts) that are quantified, such as the price of goods, the amount of goods demanded and offered, the money supply, the level of profit sharing margin, national income, investment level, and so on. Mathematics does not only play a role in quantifying economic variables, but also explores the relationship between economic variables. The relationship of an economic variable with other economic variables is often expressed in the form of an economic model. Because economic variables can be quantified, these economic models can be expressed in the form of mathematical symbols / models.</em></p>

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Putri, Dini Palupi. "Peran dan Kontribusi Ilmuwan Muslim dalam Pembelajaran Matematika." ARITHMETIC: Academic Journal of Math 1, no. 1 (May 10, 2019): 63. http://dx.doi.org/10.29240/ja.v1i1.822.

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The life that is lived now and in the future cannot be separated from the role of history in the past. Mathematics learning plays an important role in everyday life, often we find problems in everyday life can be solved with mathematical concepts. In learning mathematics, mathematical scientists contribute greatly to the learning of mathematics and mathematical concepts. It cannot be denied, in the golden age of Islam many Muslim scientists sprang up, including mathematical scientists. Muslim mathematicians who were very famous, one of them was al- Khawarizmi. The branch of science in mathematics put forward by al- Khawarizmi is Algebra. Algebra is very much used in the life of the current global era. Algebra is found in many daily activities, such as buying and selling, Mawaris knowledge, and so on. al- Khawarizmi is also an inventor of zeros and the originator of the concept of algorithms. In addition, this paper will discuss the contribution of scientist Ibn al- Haytham to the concept of absolute value, al- Biruni towards the concept of "The Broken Chord" theorem, al- Khayyami on the concept of geometry. The mathematical concepts found by scientists are what we use a lot today to solve problems used in everyday life.

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Georgieva, Galina. "MATHEMATICS IN EVERYDAY LIFE AND PLAY OF PRESCHOOL CHILDREN." Education and Technologies Journal 8, no. 2 (August 15, 2017): 160–65. http://dx.doi.org/10.26883/2010.172.301.

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Fernàndez, Eileen. "Early Childhood Corner: Taking Advantage of Everyday Activities to Practice Math Every Day." Teaching Children Mathematics 15, no. 3 (October 2008): 174–77. http://dx.doi.org/10.5951/tcm.15.3.0174.

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When my son started kindergarten, I discovered that many everyday activities at home allow us to practice the mathematics he was learning (and would learn) in school and encourage mathematics use in his life. Because “children learn through exploring their world … everyday activities are natural vehicles for developing mathematical thinking” (NCTM 2000, p. 74).

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Tutiya, Yohei. "Exploring algebraic structures of nonlocal classical integral systems." Impact 2020, no. 8 (December 16, 2020): 54–56. http://dx.doi.org/10.21820/23987073.2020.8.54.

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Mathematics underpins so many aspects of nature and society, from the mathematical array of natural structures to the use of statistics, fractions and mathematical models in everyday life. The application of mathematics to real life problems is vital, yet there are many examples of failed attempts to apply mathematics to solve everyday issues that have arisen as a result of an underinvestment in and underdevelopment of the field of mathematics. One prominent example of this lack is non-linearity. Dr Yohei Tutiya, an Associate Professor from the Center for Basic Education and Integrated Learning at Kanagawa Institute of Technology in Japan, has been exploring the classical integrable system in relation to the possibility of developing further non-local differential equations.

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Albert, Lillie R., and Jennifer Antos. "Daily Journals Connect Mathematics to Real Life." Mathematics Teaching in the Middle School 5, no. 8 (April 2000): 526–31. http://dx.doi.org/10.5951/mtms.5.8.0526.

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Why are we learning this? Why do we have to know how to do this? When are we ever going to use this outside of class?” Do these questions sound familiar to you? Students in mathematics classes commonly ask these questions when they are unable to make connections between what they are learning in the classroom and their daily lives. This article discusses the importance of relating mathematics to students' everyday lives. When children make connections between the real world and mathematical concepts, mathematics becomes relevant to them. As mathematics becomes relevant, students become more motivated to learn and more interested in the learning process. This article describes a journal-writing project developed in a fifth-grade total-inclusion classroom and specifies the major features of the writing project, including the framework used to assess student learning.

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Strauss, Claudia, and Jean Lave. "Cognition in Practice: Mind, Mathematics and Culture in Everyday Life." Contemporary Sociology 19, no. 1 (January 1990): 150. http://dx.doi.org/10.2307/2073537.

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Scaglion, Richard. "Cognition in practice: Mind, mathematics and culture in everyday life." Journal of Economic Behavior & Organization 14, no. 2 (October 1990): 289–91. http://dx.doi.org/10.1016/0167-2681(90)90081-n.

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Bailey, Mark. "Statistical Reasoning for Everyday Life." Technometrics 46, no. 4 (November 2004): 490–91. http://dx.doi.org/10.1198/tech.2004.s234.

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Lesnussa, Yopi Andry. "Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia." Jurnal Aplikasi Multidisiplinari Filsafat dan Sains (JAMFAS) 1, no. 1 (January 24, 2019): 001–6. http://dx.doi.org/10.30598/jamfasvol1iss1pp001-006y2018.

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Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning

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Massimi, Michael, Khai N. Truong, David Dearman, and Gillian R. Hayes. "Understanding Recording Technologies in Everyday Life." IEEE Pervasive Computing 9, no. 3 (July 2010): 64–71. http://dx.doi.org/10.1109/mprv.2009.89.

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Henschel, Sofie, and Thorsten Roick. "The Multidimensional Structure of Math Anxiety Revisited." European Journal of Psychological Assessment 36, no. 1 (January 2020): 123–35. http://dx.doi.org/10.1027/1015-5759/a000477.

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Abstract. The study introduces a math anxiety scale that systematically addresses psychological components, including cognitive (worry) and affective (nervousness) math anxiety when dealing with mathematical problems in mathematics-related settings (concerning tests, teachers, learning in class, working with mathematics textbooks, mathematics homework, and applying mathematics in everyday life). Our results indicate a hierarchical structure of math anxiety. Specifically, cognitive and affective math anxiety at the second-order level each determined three setting factors at the first-order level concerning evaluation (tests, teachers), learning (in class, with mathematics books, and during homework), and application (applying mathematics in everyday life). Furthermore, girls reported higher math anxiety than boys, which was particularly pronounced in the affective scale and in high-stakes academic settings, such as those involving evaluation and learning. After controlling for mathematics performance, gender effects decreased in all sub-dimensions but remained significant in affective math evaluation anxiety. Practical implications and directions for further research on cognitive and affective math anxiety are discussed.

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Pathuddin, Hikmawati, Kamariah Kamariah, and M. Ichsan Nawawi. "BUGINESE ETHNOMATHEMATICS: BARONGKO CAKE EXPLORATIONS AS MATHEMATICS LEARNING RESOURCES." Journal on Mathematics Education 12, no. 2 (May 20, 2021): 295–312. http://dx.doi.org/10.22342/jme.12.2.12695.295-312.

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Mathematics is still viewed as a culture-free subject. This forms a negative perception for students on mathematics. Most students assume that mathematics and culture are not related. This may occur because mathematics taught in school is not contextual and far from the reality of everyday life. Historically, mathematics has become a part of everyday life. As a maritime nation, Indonesia has a diverse culture. But many teachers are not yet aware of the integration of the culture into mathematics learning. Barongko cake is one of the Buginese cultural heritages. Buginese people have unconsciously been practicing mathematics in making these cakes. Therefore, this research aims to explore activities in making Barongko cakes in the Buginese community that involves mathematical concepts. This research is a qualitative descriptive with an ethnographic approach. The data collection methods are carried out through observation, documentation, interview with an expert in making Barongko cake. This research found that Barongko making process involves mathematics in the concept of division, congruence, and similarity, as well as a triangular prism, and half sphere. This cake has the potential to be used as a source of contextual mathematics learning in schools.

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Žižek, Darinka. "LEARNING SITUATIONS AND ICT SKILLS IN MATHEMATICS IN THE FIRST YEAR OF THE SECONDARY SCHOOL FOR ECONOMICS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 18, no. 1 (June 25, 2021): 55–62. http://dx.doi.org/10.48127/gu-nse/21.18.55.

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This research presents one of many possibilities of how to check and repeat knowledge at the end of the school year and at the same time provide an answer to questions often asked by students who are disinterested in learning mathematics: "Where will we need it?" or "Why do we learn this?" To provide them with an answer and motivate them at the same time, this research focused on actively encouraging students to find the answers themselves and thus find the importance of learning mathematics. With a changed way of repeating and consolidating the material at the end of the school year, the aim of this research is to reduce the fear of mathematics and increase the motivation of students in the following year. Students, divided into groups, choose the topic or examples of the use of mathematical knowledge of the first year of secondary technical and professional education in everyday life, and thus shape the learning situation (LS). The goal of preparing the LS is for students to make sense of the subject matter with examples from everyday life. For the selected LS, they prepare a short story with tasks that they solve by calculation, prepare presentations and also, present the LS to the classmates. During the formation of the LS and the preparation of presentations, students are active (active learning methods: task search, knowledge of the subject matter, interviews, problem solving, use of mathematical applications, teamwork, problem solving…) and cooperate with each other. They are constantly developing more 21st century competencies (self-regulation, collaboration, problem solving) and digital competencies. With the formation of the LS, the world of mathematical knowledge gets a little closer to students, they lose their fear of mathematics and become more motivated. Keywords: learning situations, collaborative work, active learning methods, mathematics in everyday life, deviation from the established

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Eastaway, Rob, and Jeremy Wyndham. "Why do Buses Come in Threes? The Hidden Mathematics of Everyday Life." EDPACS 27, no. 10 (April 2000): 1. http://dx.doi.org/10.1201/1079/43256.27.10.20000401/30330.5.

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Quinn, Naomi. ": Cognition in Practice: Mind, Mathematics and Culture in Everyday Life . Jean Lave." American Anthropologist 91, no. 3 (September 1989): 774–75. http://dx.doi.org/10.1525/aa.1989.91.3.02a00290.

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Hadin, Hadin, Helmy Muhammad Pauji, and Usman Aripin. "ANALISIS KEMAMPUAN KONEKSI MATEMATIK SISWA MTS DITINJAU DARI SELF REGULATED LEARNING." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 4 (July 10, 2018): 657. http://dx.doi.org/10.22460/jpmi.v1i4.p657-666.

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This study aims to describe the extent to which the mathematical connection ability of students who viewed from Self Regulated Learning seen from students' mistakes in solving a problem of mathematical connection ability. The subject of this study students Classes VIIIA MTs AL-Hikmah Talegong Garut II as many as 20 students. The method used in this research is a descriptive method with quantitative approach. The research stage consisted of 4 stages, among others: self-regulated learning questionnaires, tests of mathematical connection ability, data analysis and draw conclusions. The results of the research were obtained that 1) Students who have high learning independence make mistakes on inter-topic relationships in mathematics and apply/use mathematics in other fields or in everyday life, 2) Students who have learning independence are making mistakes in understanding relationships between topics in mathematics as well as in identifying processes or procedures in carrying out basic concepts, 3) Students have low self-reliance to make mistakes in understanding the relationship of mathematics in other fields of science or in everyday life. Based on the results of the study can be concluded that the better the students' independence in learning then the smaller make a mistake in solve the problem of mathematical connection capabilities.

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Zainudin, Bisri, Arohman Taufik, and Teguh Wibowo. "KEMAMPUAN KONEKSI MATEMATIS DALAM PENYELESAIAN MASALAH SPLDV PADA SISWA SMP." Jurnal Inovasi Pendidikan Matematika (JIPM) 1, no. 1 (September 11, 2019): 65–78. http://dx.doi.org/10.37729/jipm.v1i1.5828.

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This research aims to describe the mathematical connection in problem solving. Metode of qualitative research. The subject of this study were two ninth graders of junior high school in with a purposive technique. The research instrument was a mathematical connection test problem. The data analysis technique uses three stages, namely data reduction, data presentation, and drawing conclusions. The results showed that students complate aspects of mathematical connections, namely: Aspects of mathematical connections in mathematical problems such as: Students understand the relationship between existing mathematical topics by writing down the equation model as ideas of the problems. Students are able to find the relationship between existing procedures and other procedures in representation with the equivalent concept shown by writing the two-variable linear system material equation. Students apply the relationship between mathematics, and between mathematical material with mathematical material by finding the value of equations. Students are able to use mathematical connections with mathematics or other fields of science using mathematics with economics to determine the number of purchases with capital, and aspects of mathematical connections with everyday life, namely; Students use procedures and concepts from one another according to the question data. The ability of students to use mathematics in everyday life in the context of buying and selling using capital, amount, profit. So, as a whole the mathematical connection ability of junior high school students complate the indicators and into the high connection category. Keywords: mathematical connection, two-variable linear system material, connection aspects.

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Kliman, Marlene. "Beyond Helping with Homework: Parents and Children Doing Mathematics at Home." Teaching Children Mathematics 6, no. 3 (November 1999): 140–46. http://dx.doi.org/10.5951/tcm.6.3.0140.

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Singer, Sue. "Sailing through mathematics." Mathematical Gazette 90, no. 519 (November 2006): 386–97. http://dx.doi.org/10.1017/s0025557200180180.

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It is a very great honour and privilege to be addressing you today. It has been a particularly interesting year politically at least as far as mathematics is concerned. Despite what seems in many ways a prosperous and optimistic situation in this country at the moment, mathematics is in a very serious state. Our subject is the key to living successfully in the modern technological world, but we have a grave shortage of mathematicians. In addition there are endless complaints from employers and the general public that young people leave school without the necessary mathematical skills to cope with everyday life.

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Schilling, Mark. "Understanding Probability: Chance Rules in Everyday Life." American Statistician 60, no. 1 (February 2006): 97–98. http://dx.doi.org/10.1198/tas.2006.s36.

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Bowman, Silas. "Bioreactors in Everyday Life: Ethanol and the Maize Craze." PRIMUS 20, no. 2 (January 29, 2010): 109–27. http://dx.doi.org/10.1080/10511970903484306.

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Walton, Karen Doyle. "Probability, Computer Simulation, and Mathematics." Mathematics Teacher 83, no. 1 (January 1990): 22–25. http://dx.doi.org/10.5951/mt.83.1.0022.

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Many students fail to recognize the interrelationships among computers, pure mathematics, and the real world. The subject of probability can motivate students to explore various methods of problem solving, combining empirical data, simulations, and theoretical solutions. Probabilistic statements encountered in everyday life (e.g., weather predictions, state lotteries, financial forecasting) are frequently derived from the integration of observation and theoretical analysis.

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Barlow, Angela T. "But What if the Goal is to Model with Mathematics?" Teaching Children Mathematics 24, no. 4 (January 2018): 258–63. http://dx.doi.org/10.5951/teacchilmath.24.4.0258.

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odeling mathematics has a longstanding tradition in the mathematics classroom, as teachers often engage students in representing mathematical ideas. For example, students can be seen using base-ten blocks to model a number or drawing an array to represent a multiplication fact. Modeling a mathematical idea in this way, however, does not necessarily meet the expectations described in the fourth of the Common Core's Standards for Mathematical Practice (SMP 4): Model with mathematics, which states that students should “apply the mathematics they know to solve problems arising in everyday life, society, and the workplace” (CCSSI 2010, p. 7). Although the SMP provide a detailed description of modeling with mathematics, Bleiler-Baxter et al. (2017) found it useful to consider three decision-making processes embedded within the modeling process.

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Dahlan, Jarnawi Afgani, and Dadang Juandi. "ANALISIS REPRESENTASI MATEMATIK SISWA SEKOLAH DASAR DALAM PENYELESAIAN MASALAH MATEMATIKA KONTEKSTUAL." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 16, no. 1 (April 7, 2011): 128. http://dx.doi.org/10.18269/jpmipa.v16i1.273.

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Abstract: The purpose of this study was to examine the forms of representation constructed by primary school students in solving mathematical problems. Representation is the basis or foundation of how a student could understand and use mathematical ideas. The forms of representation, such as charts, graphs, and symbols, are essentially a long process of learning mathematics, but unfortunately these representations are often thought of and studied in its final form. Actually, representations should be given as support in the process of understanding concepts, the associations of mathematics, mathematical communication, constructing arguments, and apply mathematical concepts in everyday life through modeling. This research showed that the forms of representation constructed by the students are extremely varied. They are constructed in tables, images, patterns, and in the formal forms of mathematics (the formula). This study was also revealed that some students are able to develop forms of representation using logical mathematical processes. Students begin to formulate a representation using known premise, set the table, make conjecture, and subsequently arrange a formal representation.Keywords: mathematic representation, tables, charts, graphs, statements.

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Geist, Eugene A., Melani W. Duffrin, and Sara M. Overholt. "Eating up mathematics." Teaching Children Mathematics 17, no. 9 (May 2011): 568–72. http://dx.doi.org/10.5951/teacchilmath.17.9.0568.

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Young children regularly learn important math concepts from examining the world around them. As a matter of fact, for the first five years of life, they construct math through everyday interactions with parents and care givers (Geist 2008). Daily activities, such as snack time and lunch, can serve as mathematical opportunities. When children distribute plates or crackers, they learn oneto- one correspondence. When they have a bowl of raisins, a parent can ask, How many? and count them with the child. And when cooking food, the mathematical opportunities increase exponentially.

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Galovich, Jennifer R., and Sherman K. Stein. "Strength in Numbers: Discovering the Joy and Power of Mathematics in Everyday Life." American Mathematical Monthly 104, no. 7 (August 1997): 677. http://dx.doi.org/10.2307/2975071.

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Albayrak, Mustafa, Nurullah Yazici, and Mertkan Simsek. "Relating the Learned Knowledge and Acquired Skills to Real Life: Function Sample." Higher Education Studies 7, no. 3 (August 15, 2017): 148. http://dx.doi.org/10.5539/hes.v7n3p148.

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Considering that Mathematics is a multidimensional problem-solving method that can be effective in all areas of cultural life, it is of great importance because of its contribution to other sciences such as physical and social sciences. It is known that the basic concepts of mathematics, which can also be expressed as a way of life, have helped to increase the usefulness of mathematics to practical and even social sciences such as physics, chemistry, biology, economics, engineering and military, as well as their own values. In addition, if abstract subjects and concepts in mathematics are used in other sciences, concrete results can be obtained, which facilitate the labor of humans. In this case, it is useful to illustrate the mathematics of everyday life in order to understand the importance of mathematics. The word “function”, which is often used in everyday life as in mathematics, is one of the basic concepts in mathematics. Relating the learned knowledge and the acquired skills related to this concept to everyday life can affect the memory duration of learned knowledge and subsequent learning. Considering the importance of the subject, a case study has been conducted with (62) students. In the study, the definition of the function and two daily life examples related to the definition were presented to the candidates in black and white. The candidates were asked to make the definition of the types of functions presented to make sampling from daily life by making analogies. Content analysis was used in the analysis of the data. In the study, it was determined that the candidates could not go beyond the ordinary in writing samples. In addition, the success rates of candidates’ ability to define and write daily life examples have been quite different.

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Ardana, Ni Made Sri. "Meningkatkan Hasil Belajar Siswa Kelas XI SMK Melalui Pembelajaran RME Pada Materi Trigonometri." JTAM | Jurnal Teori dan Aplikasi Matematika 2, no. 2 (October 30, 2018): 166. http://dx.doi.org/10.31764/jtam.v2i2.724.

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Abstrak: Matematika sebagai ilmu dasar memegang peranan yang sangat penting dalam pengembangan sains dan teknologi. Konteks pembelajaran matematika yang jauh dari realita sering membuat siswa tidak dapat menarik korelasinya dengan kehidupan sehari-hari. Salah satu pendekatan pembelajaran matematika yang berorientasi pada matematisasi pengalaman sehari-hari dan menerapkan matematika dalam kehidupan sehari-hari adalah Realistic Mathematics Education (RME). Dengan pembelajaran realistik akan memudahkan siswa belajar secara konkrit terutama pada materi yang dianggap sulit seperti trigonometri khususnya bagi siswa SMKN 1 Labuapi. Adapun nilai hasil tes pada siklus I diperoleh nilai rata-rata sebesar 72 dengan ketuntasan klasikal sebesar 75%, sedangkan pada siklus II diperoleh nilai rata-rata sebesar 75,21 dengan ketuntasan klasikal sebesar 82,51%, ini menunjukan bahwa pembelajaran yang dilakukan telah mencapai ketuntasan secara klasikal.Abstract: Mathematics as a basic science plays a very important role in the development of science and technology. The context of mathematics learning that is far from reality often makes students unable to draw correlation with everyday life. One approach to mathematics learning that is oriented to mathematical everyday experiences and applying mathematics in everyday life is Realistic Mathematics Education (RME). With realistic learning, it will be easier for students to learn concretely, especially in material that is considered difficult, such as trigonometry, especially for students of SMK 1 Labuapi. The value of the test results in cycle I obtained an average value of 72 with classical completeness of 75%, while in the second cycle obtained an average value of 75.21 with classical completeness of 82.51%, this indicates that the learning done has been achieving classical completeness.

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Yekimov, Sergey, M. V. Klimenko, T. A. Stepchenko, Diliara Iakovets, and Galina Zelenova. "Problems of improving pedagogical skills of future teachers of mathematics." SHS Web of Conferences 94 (2021): 02009. http://dx.doi.org/10.1051/shsconf/20219402009.

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The modern education system is facing new requirements and the society is putting forward new requirements among which the leading role is to improve the professional competence of teachers of mathematical disciplines. Mathematics has been used since the time of Pythagoras as the main tool for solving various practical problems in many areas of human activity. In this regard, there is a need to improve the level of mathematical training of modern youth . We believe that the training of future teachers of mathematical disciplines should be based on the principle of integration of humanitarian and mathematical skills, as well as wider use of information technology. In our opinion, such multi-faceted training will help future mathematics teachers to develop the skills required to form a correct understanding of the essence of mathematics, its significance for other Sciences and its significance for everyday life.

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Bussotti, Paolo. "MATHEMATICS EDUCATION: SOME ASPECTS CONNECTED TO ITS CONTENT." Problems of Education in the 21st Century 75, no. 6 (December 15, 2017): 503–7. http://dx.doi.org/10.33225/pec/17.75.503.

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The literature concerning the various methods by means of which the teaching of mathematics can be developed is simply huge and is increasing more and more. Several aspects are dealt with: the use of new technologies, especially as far as new computer programs or web sources are concerned; new techniques to develop calculations; researches concerning the possible relations between the everyday life of the pupils/students and the mathematical concepts; the best way to frame a lesson (frontal lessons, interactive lessons, discussions), and so on. This literature covers the entire school-life of a young boy/girl: from the elementary school to the university.

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Vargas, Rafael. "A literature review on math anxiety and learning mathematics: A general overview." Journal of Educational Research and Reviews 9, no. 5 (May 13, 2021): 102–8. http://dx.doi.org/10.33495/jerr_v9i5.21.112.

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Learning mathematics has become a necessity in today's world since success in everyday life requires mathematical knowledge and because mathematics is the basis for science and technology. However, a large number of individuals in the population experience difficulties performing mathematical tasks, which generates feelings of frustration, anxiety and rejection when performing activities that involve mathematical thinking. In this literature review, concepts such as number sense and mathematical thinking, math anxiety, the possible reasons for math anxiety, and options for diagnosis and therapeutic alternatives to address and overcome this problem are analyzed. If these problems are not solved, they could affect the personal development of those affected by them and the society to which they belong. Keywords: Anxiety, educational psychology, school phobia.

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Siregar, Nur Fauziah. "Kemampuan Komunikasi Matematis Dalam Pendekatan Matematika Realistik di Sekolah Dasar." AR-RIAYAH : Jurnal Pendidikan Dasar 3, no. 1 (June 21, 2019): 77. http://dx.doi.org/10.29240/jpd.v3i1.864.

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Mathematics has abstract objects. Students experience difficulties in mathematics because of their abstract character. The stage of the level of development of student thinking at the school level is still concrete, therefore we need an approach that is deemed good and appropriate that can overcome the problem or can bridge it with a realistic mathematical approach. This mathematics learning is oriented to experience in everyday life. Realistic Mathematics Approach in learning provides an opportunity for students to discover and reconstruct mathematical concepts, so students have an understanding of mathematical concepts. This learning can be used as an alternative to make mathematics learning more enjoyable which can affect students' mathematical communication. The mathematical communication process of good students can be a means to form effective and communicative learning, especially for elementary students who are in a concrete level of thinking.

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Huse, Vanessa Evans, Nancy Larson Bluemel, and Rhonda Harris Taylor. "Making Connections: From Paper to Pop-Up Books." Teaching Children Mathematics 1, no. 1 (September 1994): 14–17. http://dx.doi.org/10.5951/tcm.1.1.0014.

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The goal of the elementary mathematics program is to create an environment that supports the active exploration of mathematical ideas while demonstrating the connections between mathematics and everyday life. Many elementary students have limited instruction in geometry, even though this subject is an essential element in the mathematics curriculum. Students with a background in geometry may be able to rec ite geometric facts but often cannot employ the information to visualize practical solutions to problems. The ideas that foiJow describe geometry-related activities that use an inexpensive manipulative, paper, to create a pop-up card.

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Supinah, Roslani, Kadir Kadir, and Otong Suhyanto. "MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS SISWA MELALUI STRATEGI BELAJAR PREVIEW QUESTION READ REFLECT RECITE REVIEW." ALGORITMA: Journal of Mathematics Education 2, no. 2 (December 26, 2020): 133–44. http://dx.doi.org/10.15408/ajme.v2i2.18171.

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The PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning strategy is one of the recommended learning strategies to hone mathematical connection skills and support students to connect mathematical concepts with problems in everyday life. The purpose of this study was to examine the effect of PQ4R learning strategies and conventional learning strategies on students' mathematical connection abilities. This study was a quasi-experimental study with a two group randomized control group post test only design. This study involved 60 students who were taken randomly as samples, 30 students each for the experimental and control groups. Data collection using test instruments. The research findings reveal that the average mathematical connection ability of the experimental group is 71.53 and the control group is 35.99. The achievement of mathematical connection ability includes connection indicators: between mathematics, with other disciplines, and with everyday life. The conclusion of this study is that the PQ4R learning strategy is more effective in increasing the mathematical connection ability than students who are given conventional learning strategies.

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Rossi, Maarit. "Mathematics can be meaningful, easy and fun." Lumat: International Journal of Math, Science and Technology Education 3, no. 7 (December 30, 2015): 984–91. http://dx.doi.org/10.31129/lumat.v3i7.981.

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The negative attitudes are easily growing among children when mothers are telling to their daughters they were not good at mathematics or when newspapers’ cartoonist is drawing jokes about bad mathematics memories at school. It seems that the structure of mathematics lessons have not changed during the last decades. Schools seem to put too much attention to mechanical practice and mathematics teaching is too far from student interest and life. By diversifying teaching methods and using technology like adults are using it in everyday life, we can get students engaged to mathematics and change their attitudes positive towards mathematics.

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Perdana, Solider Rintang. "The Profile of Students' Mathematical Communication Ability Viewed from Differences in Learning Outcomes." Jurnal Axioma : Jurnal Matematika dan Pembelajaran 4, no. 1 (January 31, 2019): 72–80. http://dx.doi.org/10.36835/axi.v4i1.347.

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Most students assume that mathematics is a complicated subject and has a higher level of difficulty in its delivery. The subject of this study was the tenth grade student of Science at Diponegoro High School in Jember Institution. Based on the problems that exist in this study so that a problem is formulated which is how mathematical communication skills of students who have high learning outcomes, how mathematical communication skills of students who have moderate learning outcomes, and how mathematical communication skills of students who have low learning outcomes. Based on the results of research and discussion it can be concluded that subjects with high learning outcomes have mathematical communication skills at the time of interview giving a minimal model for everyday life. While for the subject of moderate learning outcomes, the subject uses a model / parable in everyday life in order to more easily understand the material that exists. And subjects with low learning outcomes, the subject still cannot find a line that connects the material with the given modeling. Keywoard: mathematical communication skill, learning outcomes

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Rangel, Rafael Pantoja, María Teresa Sánchez Vieyra, Maritza Elizabeth López Alcalá, and Rafael Pantoja González. "Examples to relate school mathematics to everyday life mediated by video, Tracker and GeoGebra." South Florida Journal of Development 2, no. 3 (July 26, 2021): 4417–34. http://dx.doi.org/10.46932/sfjdv2n3-046.

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ABSTRACT We describe video or photographic examples of everyday life problem situations that were analyzed using Tracker and GeoGebra. These examples were used in workshops taught in the classroom, at academic events and as part of a Calculus course in three institutions for engineering students. Further, the examples were used both for individual and collaborative work to learn the mathematics topics selected. Activities begin with obtaining records of semiotic representation, the data table, graphs, and the analytical expression, which relationship is established in order to generate the modeling of the problem situation. Based on classroom observation, the didactic sequence, the clinical interview, the written report and the presentation that was prepared and given, we claim that students learned the corresponding mathematics subject and that values such as punctuality, participation, honesty, interest and respect were encouraged to emerge throughout the process. RESUMEN Describimos ejemplos en vídeo o fotografía de situaciones problemáticas de la vida cotidiana que fueron analizadas utilizando Tracker y GeoGebra. Estos ejemplos se utilizaron en talleres impartidos en el aula, en eventos académicos y como parte de un curso de Cálculo en tres instituciones para estudiantes de ingeniería. Además, los ejemplos se utilizaron tanto para el trabajo individual como colaborativo para el aprendizaje de los temas matemáticos seleccionados. Las actividades se inician con la obtención de registros de representación semiótica, la tabla de datos, las gráficas y la expresión analítica, cuya relación se establece para generar la modelación de la situación problema. A partir de la observación en el aula, la secuencia didáctica, la entrevista clínica, el informe escrito y la presentación elaborada y realizada, afirmamos que los alumnos aprendieron el tema matemático correspondiente y que en todo el proceso se fomentaron valores como la puntualidad, la participación, la honestidad, el interés y el respeto.

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Jovanović, Ivana, and Nenad Vulović. "Uočavanje zakonitosti i pravila u početnoj nastavi matematike." Узданица 18, no. 1 (June 2021): 325–38. http://dx.doi.org/10.46793/uzdanica18.1.325j.

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In a time of quick changes and technological development, the key task of teaching mathematics is to encourage and develop mathematical thinking. The teaching of mathematics is important in the life of every individual because mathematics permeates all aspects of human activity. Mathematical thinking is necessary for solving many problems in everyday life and work of every individual. The ability to find rules in the initial teaching of mathematics is one of the abilities of mathematical thinking, more precisely logical, and its encouragement and development in teaching contributes to the encouragement and development of mathematical thinking. This paper presents specific examples of problem tasks that encourage and develop the ability to find rules in the initial teaching of mathematics, as well as the results of the research conducted to examine the effects of the application of these problem tasks. The research sample consisted of 238 third grade elementary school students. The research results show that after the application of the experimental program, there was a significant improvement in the ability of finding rules in experimental group. The results confirm that this ability can be encouraged and developed in the initial teaching of mathematics.

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Pertiwi, Isnaindah Jasmine, and Mega Teguh Budiarto. "Eksplorasi Etnomatematika Pada Gerabah Mlaten." Jurnal Cendekia : Jurnal Pendidikan Matematika 4, no. 2 (June 15, 2020): 438–53. http://dx.doi.org/10.31004/cendekia.v4i2.257.

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Abstract Culture is used as a means to learn from everyday life. Mathematics can be associated with daily life, which can be learned through culture. The term mathematics in culture is called ethnomatematics. Each region has its own culture. In the village of Mlaten there is also a legacy that has been passed down, namely pottery with typical Majapahit carvings. The purpose of this study is to explore the mathematical concepts contained in the Mlaten pottery, so that they can be used as learning resources in learning mathematics. Through the study of literature, exploration, and observation, as well as by an ethnographic approach, it can be concluded that the mathematical concepts contained in the Mlaten earthenware are the concept of a circle, the concept of geometry transformation, the concept of flat shape, the concept of curved side space, the concept of function, and the concept of volume rotating objects. Ethnomatematics can make it easier for students to understand everyday problems. Keyword: Ethnomathematics, Mathematicals concepts, Pottery Abstrak Budaya dijadikan sebagai sarana untuk belajar dari kehidupan sehari-hari. Matematika dapat dikaitkan dengan kehidupan sehari-hari, yaitu dapat dipelajari melalui budaya. Istilah matematika dalam budaya disebut dengan etnomatematika. Setiap daerah memiliki budaya masing-masing. Di desa Mlaten juga ada warisan yang sudah turun temurun yaitu gerabah dengan ukiran khas Majapahit. Tujuan penelitian ini adalah untuk mengeksplorasi konsep matematika yang terdapat pada gerabah Mlaten, sehingga dapat dijadikan sumber belajar dalam pembelajaran metematika. Melalui studi literatur, eksplorasi, dan observasi, serta dengan dilakukan pendekatan etnografi, maka dapat disimpulkan bahwa konsep matematika yang terdapat pada gerabah Mlaten adalah konsep lingkaran, konsep transformasi geometri, konsep bangun datar, konsep bangun ruang sisi lengkung, konsep fungsi, dan konsep volume benda putar. Etnomatematika dapat mempermudah siswa memahami permasalahan sehari-hari. Kata kunci : Etnomatematika, Konsep Matematika, Gerabah

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Tag, Benjamin, Tilman Dingler, Andrew W. Vargo, and Vassilis Kostakos. "Inferring Circadian Rhythms of Cognitive Performance in Everyday Life." IEEE Pervasive Computing 19, no. 3 (July 1, 2020): 14–23. http://dx.doi.org/10.1109/mprv.2020.2994914.

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Harris, Jacqueline. "Links to Literature: Using Literature to Investigate Transformations." Teaching Children Mathematics 4, no. 9 (May 1998): 510–13. http://dx.doi.org/10.5951/tcm.4.9.0510.

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I am always looking for children's literature to make and enrich connections to the elementary school curriculum. In particular, books and stories that use mathematical problem solving not only engage children in the narrative but also give them opportunities to see how mathematics is used in everyday life. A Cloak for the Dreamer by Aileen Friedman (1994) investigates relationships among shapes and, at the same time, tells a wonderful story.

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Dauidenko, Susana. "Building the Concept of Function from Students' Everyday Activities." Mathematics Teacher 90, no. 2 (February 1997): 144–49. http://dx.doi.org/10.5951/mt.90.2.0144.

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In everyday life, people analyze information using algebraic thinking, often being unaware of doing so. Teachers can play an important role in helping students become aware of their own thought processes. Students should have the opportunity to bring their experiences into the mathematics class, reflect on their own thinking, and deepen their understanding of real problems.

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Ahamad, Arshad. "Role of Math in the Working of the Internet." Journal of University of Shanghai for Science and Technology 23, no. 08 (August 2, 2021): 1–4. http://dx.doi.org/10.51201/jusst/21/07333.

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The goal of many mathematicians since the dawn of time has been to apply mathematics to practical applications and to also derive the mathematics behind many everyday things. Although we seldom have such pursuits, many everyday things have been affected by the principles of math. And things like the internet, run on fundamental mathematics principles, and hardly any credit is given to the subject. This paper aims to uncover contributions of everyday Math in the working of the internet. From encryption and decryption all the way to how search engines to index various web pages online, if one looks hard enough, concepts related to mathematics are bound to pop up. This paper also sheds light on various concepts taught in higher education that are often forgotten and only treated as something solely scholastic, but in reality, has a lot of applications in real life.

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Yahya, Amran. "Kemampuan Koneksi Matematika Siswa Dalam Menyelesaikan Soal Matematika Bentuk Cerita Ditinjau Dari Kemampuan Awal Matematika Siswa SMP Negeri 1 Majene." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 14, no. 1 (May 22, 2018): 11. http://dx.doi.org/10.35329/fkip.v14i1.144.

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The type of this research is descriptive research that aims to determine the ability of students mathematical connections to solve the problem of story form on Triangle and Triangle material in class VII of SMP Negeri 1 Majene based on students' early math ability. The subjects of the study were 6 students consisting of 2 students with a high level of early math ability, 2 students with moderate level of math ability, and 2 students with low level of early math ability. The result of the research shows that (1) students with high level of high mathematics ability have high mathematical connection ability, students with high ability level can solve problems and connect them with mathematics, science (other), and daily life well. But there are students who have little problem in solving the problem (2) students with the basic level of mathematics skills have medium math connection ability, students with ability level are able to understand the problem, but have difficulty in solving the problem and connect it with mathematics concept, fields), and daily life. (3) students with low level of early math ability have low mathematical connection ability, Students with low ability level have difficulty in understanding determine the elements of the problem so that they can not solve the problem and connect it with mathematics, science (other), and also everyday life.

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Chang, Margherita Ting Fa, Livio Clemente Piccinini, Mario Taverna, and Maria Antonietta Lepellere. "THE RECOVERY OF COMPREHENSIBLE MATHEMATICS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 69. http://dx.doi.org/10.17770/sie2019vol5.3737.

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The main objective is to get over the gap that exists between mathematics and common people, especially grown up people. Apart mathematical details, the problem lies in a good choice of notices (curiosity) and nice problems (play). Some historical notes about great mathematicians are presented and discussed, with explicit reference to the cases when the boundary between Nobel prize and mathematics was broken. Favourable fields are probability and operations research. Since probability tends to an excess of theory, operations research seemed to be a good choice. The Fields Medal, a kind of Nobel prize for Mathematics, was also considered, since in 2018 it was achieved by the Italian mathematician Figalli, former student of Scuola Normale Superiore di Pisa. He started from an important field in the frame of Operations Research, namely Optimal Transport. This sector allows to summarize a very nice procedure for its solution, non at all obvious to be trasferred to the computer. Since mathematics is forgotten in the course of life, except for those few parts of current use, to bring the adult back into the interest of mathematics, topics related to everyday life should be presented. Operations research, and especially network optimization, provide significant but pleasing problems.

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Putri, Dina Agustin, Vera Dewi Susanti, and Davi Apriandi. "PENGEMBANGAN MODUL BERBASIS RME UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIKA SISWA KELAS XI SMK." Prima Magistra: Jurnal Ilmiah Kependidikan 1, no. 2 (October 2, 2020): 138–46. http://dx.doi.org/10.37478/jpm.v1i2.470.

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This development research aims to analyze the level of validity, effectiveness, and practicality of the RME-based learning modules as well as how the modules can improve the mathematical literacy skills of grade XI students. Modules are teaching materials that can help students in the learning process. The ability of mathematical literacy is the ability to apply mathematics to mathematical problems in everyday life. In this study, researchers used the RME approach where an approach that connects mathematics in everyday life problems. So that the availability of this module can help students improve their mathematical literacy skills. RME-based modules are said to be feasible to use if they meet three criteria, namely valid, practical, and effective. In the results of the research analysis, 1) the module was declared very valid after a revision with a large percentage of 93.00%, 2) with an average student questionnaire response results 88.67 in the limited test and 77.67 in the field test so that the module was declared practical, then 3) completeness of student learning (CSL) of 98.00 in the limited test with effective criteria and 90.00 in the field test with effective criteria. In addition, the Personalized Gain Test is used to find out how effective RME-based learning modules can improve students' mathematical literacy skills. 4) The results of the analysis of the Gain test stated 0.80 with high information. This means that RME-based learning modules are truly said to be effective in increasing students' mathematical literacy ability.

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Ferreira, Susana Machado, and Vanilde Bisognin. "Construction of Mathematical and Financial Concepts based on Realistic Mathematics Education." Acta Scientiae 22, no. 5 (October 2, 2020): 226–53. http://dx.doi.org/10.17648/acta.scientiae.5925.

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Context: This article presents the excerpt of a qualitative Doctorate in Science and Mathematics Teaching research. Objectives: To describe the results of a study carried out with students from an initial teacher training course. Design: From the development of a didactic sequence, a connection was sought between the ideas of Financial Education anchored by Realistic Mathematics Education (RME). Environment and participants: The study was conducted with 11 students from a Pedagogy course at a Brazilian university. Data collection and analysis: The data were collected through written records of the activities performed by the students, the observations of the classes, and the audio and video recordings. The methodology of analysis was defined considering the procedures of Content Analysis, using the modality of thematic analysis that occurs in three phases: pre-analysis, exploration of the material and treatment of the results. Results: The discussions of the problem situations developed according to the principles of RME, aroused in the students interest, curiosity, autonomy, cooperation and reflection on financial situations, showing that this approach contributed in a significant way, with the development of the didactic sequence. Conclusions: This study shows that by teaching mathematics from everyday contexts, several benefits can be achieved, such as motivation and interest to learn mathematics, and by understanding mathematical concepts, students will be able to use them for the organization of their financial life, and in a conscious, responsible and autonomous way, improve their quality of life.

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Cushner, Jason. "Sharing Teaching Ideas: Problem Solving the Problems of Society." Mathematics Teacher 96, no. 5 (May 2003): 320–23. http://dx.doi.org/10.5951/mt.96.5.0320.

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

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Prahmana, Rully Charitas Indra, and Ubiratan D'Ambrosio. "LEARNING GEOMETRY AND VALUES FROM PATTERNS: ETHNOMATHEMATICS ON THE BATIK PATTERNS OF YOGYAKARTA, INDONESIA." Journal on Mathematics Education 11, no. 3 (September 5, 2020): 439–56. http://dx.doi.org/10.22342/jme.11.3.12949.439-456.

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In general, many people still view mathematics as a subject that is far from reality and culture in everyday life. Historically, in fact, mathematics is very close to daily life and was developed by humans in response to the surrounding phenomena. Indonesia has diverse cultures, including in Yogyakarta. This culture can be used to explore mathematical concepts as a transformational effort to bring mathematics closer to the reality and perception of its people. Besides, we can use culture as the basis of learning mathematics in schools. Therefore, this study seeks to explore a mathematical concept of geometry transformation in the Yogyakarta batik pattern. This is an ethnography study. The research data were collected through observations, literature studies, and interviews with the batik culture practitioner and artist to understand the batik techniques and moral, historical, and philosophical values in each batik motif. This study's results indicate that in Yogyakarta batik, it uses the concept of geometry transformation in the making of Yogyakarta's unique Batik motif. Besides that, each motif or pattern also contains local values. These, namely moral, historical, and philosophical values, can be felt, reflected, and applied in daily life, such as values that teach leadership, good deeds, and so on.

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Journal articles on the topic 'Everyday life mathematics'

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