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1
Maier, Eugene A. "One Point of View: Basic Mathematical Skills or School Survival Skills?" Arithmetic Teacher 35, no. 1 (1987): 2. http://dx.doi.org/10.5951/at.35.1.0002.
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Some lists of “basic mathematical skills” lead me to wonder why certain topics are included. To me the designation of a mathematical skill as “basic” implies the need for that skill in life beyond school. But I see topics on such lists that have nothing to do with pre paring students to function mathematically in the nonschool world. For example, consider paper-and-pencil procedures for computing problems like 136.7 × 56.8 or 7584 ÷ 354. In a half-century of doing mathematics—as a schoolboy, as a college and graduate student, in any number of odd jobs that paid my way through college, as an industrial mathematician, as a university teacher and reearcher, in everyday life, and just for fun—nothing I have done, apart from schoolwork, requires uch procedures today.
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Nina, Maria Goreti, and Merlin Uru Endu. "ANALISIS KESULITAN SISWA SMP DALAM MENYATAKAN PERISTIWA SEHARI-HARI DAN MENURUNKAN RUMUS LUAS BANGUN DATAR SEGIEMPAT." JPMI (Jurnal Pembelajaran Matematika Inovatif) 2, no. 1 (2019): 51. http://dx.doi.org/10.22460/jpmi.v2i1.p51-56.
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The purpose of this study was to find out how the mathematical communication skills of students in solving the problem of flat building of class VII triangles in one of the SMP in the city of Cimahi. Data collection uses written tests for 33 students. The research method used is descriptive qualitative research that is analyzing students' difficulties in solving mathematical communication skills on indicators stating everyday events and lowering the quadrangular flat building area formula of grade VII students of junior high school. The results of this study can be concluded that there are 6.06% (2 students) who have excellent mathematical communication skills, 93.94% (33 students) have good mathematical communication skills and 0% (no students) who have communication skills mathematically is not good at problem 1 which indicator states everyday events and decreases the formula of quadrilateral flat building. This is due to the lack of ability of students to communicate their ideas so that they cannot solve problems in the given questions and even if asked they can only smile and be quiet.
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Putri, Dini Palupi. "Peran dan Kontribusi Ilmuwan Muslim dalam Pembelajaran Matematika." ARITHMETIC: Academic Journal of Math 1, no. 1 (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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Díaz Quezada, Verónica. "Difficulties and Performance in Mathematics Competences: Solving Problems with Derivatives." International Journal of Engineering Pedagogy (iJEP) 10, no. 4 (2020): 35. http://dx.doi.org/10.3991/ijep.v10i4.12473.
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The objectives of this research are to assess the performance of engineering stu-dents when using mathematical competences to solve problems with derivatives, to analyze their difficulties, and to observe which secondary school contents are essential for this purpose. The study is descriptive and exploratory with the use of quantitative methods. The participants are students of three competence-based engineering programs of a Chilean University. The results show a limited knowledge of secondary education mathematical contents like algebra, the main mathematical functions, and proportional geometry. The presence of difficulties associated to mathematical thinking processes and the complexity of mathematical objects are also evident. However, everyday problems in an artificial or fantasy context were more appealing for students, who solved most of them correctly. Even though these problems are imaginary, they were formulated using situations that engineering students face every day.
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Kaczkowski, Stephen. "Solving multivariate optimisation problems using inequalities." Mathematical Gazette 101, no. 552 (2017): 412–23. http://dx.doi.org/10.1017/mag.2017.123.
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Optimisation problems are among the most practical applications of calculus to everyday life, and a survey of exercises in various calculus textbooks will provide a teacher with many interesting scenarios for framing intriguing questions on this topic. Whether it is finding a container's dimensions that yield the least surface area for a given volume, or finding that ideal movie ticket price which will maximise a theatre's revenue, students can usually relate to these problems. Pólya in his bookPlausible reasoningmakes the following remarks about the attraction of extrema problems:Problems concerned with greatest and least values, or maximum and minimum problems, are more attractive, perhaps, than other mathematical problems of comparable difficulty, and this may be due to a quite primitive reason. Every one of us has his personal problems. We may observe that these problems are very often maximum or minimum problems of a sort. We wish to obtain a certain object at the lowest possible price, or the greatest possible effect with a certain effort, or the maximum work done within a given time and, of course, we wish to run the minimum risk. Mathematical problems on maxima and minima appeal to us, I think, because they idealize our everyday problems. We are even inclined to imagine that Nature acts as we would like to act, obtaining the greatest effect with the least effort [1, p. 121].
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Stutzman, Rodney Y., and Kimberly H. Race. "EMRF: Everyday Rubric Grading." Mathematics Teacher 97, no. 1 (2004): 34–39. http://dx.doi.org/10.5951/mt.97.1.0034.
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Teachers spend considerable time and energy working to clarify and communicate their expectations to students. Those expectations are typically communicated when teachers present assignments. Reinforcing the assignments with an assessment process that narrows the feedback focus can benefit teachers and enrich students. For individual assignments, students really need to know the answers to the following questions: Is my work at an acceptable level? Am I on track to earn the grade to which I aspire in this course? They do not need feedback carved into razor-thin slices to make those determinations. We looked for an alternative that allows us to effectively evaluate responses to rich problems within a standards-based curriculum. We hoped to be able to assess written communication, as well as mathematical computation. Promoting student responsibility with a student-centered system was also important. Ultimately, a revised assessment system, which we have come to call EMRF, emerged.
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Samawati, Ilmus, and Ika Kurniasari. "Students' Communication Skills In Solving Mathematical Literacy Problems Based On Mathematical Abilities." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 1 (2021): 22. http://dx.doi.org/10.31331/medivesveteran.v5i1.1421.
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Communication is one of the important things in the learning process because there will be social interactions that can make learning more lively. Through communication, students can understand and interpret understanding of mathematical problems, not only calculation problems but also mathematical problems in everyday life. This research aims to describe students' communication skills in solving mathematical literacy problems based on mathematical abilities. This research is qualitative descriptive research. The subjects in this research were 27 students of class VIII in one of SMP Swasta in Sidoarjo. Subjects were given a mathematics ability test to categorize the subject's mathematical abilities into high, medium, and low-levels. The research data were obtained from the results of mathematics literacy tests and interviews conducted by 3 selected subjects. The results showed that 1) students with high mathematical abilities have a medium category of communication skills because students can fulfill the indicators of expression, interpretation, use of notations/symbols, and evaluation with correct answers without complete reasons, 2) students with medium mathematical abilities have a medium category of communication skills because students can fulfill the expression and interpretation indicators with correct answers along with correct and clear reasons, fulfill the indicators of using notations/symbols with correct answers without complete reasons, but students do not fulfill the evaluation indicators, and 3) students with low mathematical abilities have a very low category of communication skills because students can fulfill the expression and interpretation indicators with wrong answers but there is a reason, fulfill the indicators of using notations/symbols with correct answers but no reason, but students do not fulfill the evaluation indicators.
 Keywords: communication skills, written, mathematical literacy problems, mathematical abilities.
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Tomaz, Vanessa Sena, and Maria Manuela David. "How Students' Everyday Situations Modify Classroom Mathematical Activity: The Case of Water Consumption." Journal for Research in Mathematics Education 46, no. 4 (2015): 455–96. http://dx.doi.org/10.5951/jresematheduc.46.4.0455.
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Our aim is to discuss how school mathematical activity is modified when students' everyday situations are brought into the classroom. One illustrative sequence—7th grade classes solving problems that required proportional reasoning—is characterized as a system of interconnected activities within the theoretical perspective of activity theory. We discuss the tensions and contradictions that evolve when a generic school procedure emphasized by the teacher meets the specific procedures applicable to everyday situations proposed by the students. We evaluate the modifications that we perceived in the power relationships and other components of the school activity and the expansion of the meaning of those procedures as positive outcomes of how everyday situations were dealt with in school mathematics.
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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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Piel, Sarah, and Claudia Schuchart. "Social origin and success in answering mathematical word problems: The role of everyday knowledge." International Journal of Educational Research 66 (2014): 22–34. http://dx.doi.org/10.1016/j.ijer.2014.02.003.
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Mafulah, Jumrotul, and Siti Maghfirotun Amin. "KEMAMPUAN KONEKSI MATEMATIS SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT." MATHEdunesa 9, no. 2 (2020): 241–50. http://dx.doi.org/10.26740/mathedunesa.v9n2.p241-250.
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Mathematical connection ability is one of the abilities needed in solving mathematical problems. In solving problems, each student has a different way of solving it. This is due to the variety of intelligence that the students possess. This intelligence is known as Adversity Quotient (AQ). There are three levels of AQ namely climbers, campers, and quitters. This study aimed to describe the students' mathematical connections ability in solving mathematical problems related to their AQ. This research is a descriptive study with a qualitative approach carried out in Class IX of MTs Negeri Gresik consisting of three students who have different levels of AQ. The research instrument used consisted of the Adversity Response Profile (ARP) questionnaire, problem solving Test, and interview guidelines. The results of this study indicate that: at the stage of understanding the problem, climbers and campers students could retell with their language different from quitters students who change the language of questions with different meanings, at the stage of preparing a plan, climbers students understand the relationship of problems with mathematical concepts and life everyday and plan quite coherently and clearly while students campers and quitters understand the relationship of problems with mathematical concepts and everyday life and plan quite well, at the stage of implementing the plan, climbers and campers students could find the right answers while students quitters find the answers that are not yet correct, in the stage of looking back, climbers students do the checking again so that they could give the right conclusions while the campers and quitters students do not do the checks again but could provide conclusions that are quite precise. Keywords: Mathematical connection ability, mathematical problems, problem solving, adversity quotient
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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 (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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Putri, Merlina Eka, and Mela Aziza. "Kemampuan Koneksi Matematis Peserta didik pada Pembelajaran Bangun Ruang dengan Strategi REACT Kelas VIII.A MTs Pancasila Kota Bengkulu." Jurnal Tadris Matematika 3, no. 2 (2020): 177–94. http://dx.doi.org/10.21274/jtm.2020.3.2.177-194.
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One of the objectives of mathematics learning is to improve the mathematical connection abilities on students. However, our observations showed that the mathematical connection abilities on students at MTs Pancasila, Bengkulu was still poor. This encourages the need for a learning strategy which is able to direct students to connect with what they have learned into everyday lives. Therefore, this study aimed to examine students’ ability in understanding mathematical concepts to solve problems related to cubes and rectangular prism topic. This was qualitative study with the REACT strategy. Cubes and rectangular prism was one of the mathematics topics of the basic competencies which have to be mastered by students in grade VIII. The subjects were 20 students who took the test and seven students who were randomly selected to be interviewed. Data collection included test of understanding the concept in essay form which was previously validated. Based on the results of students’ answers, 20 students have been able to connect between mathematics problems with the learned mathematics topic, the density topic in physics with the volume cube topic, and the question problems with everyday issues. However, it was also found that some students answered the questions with different procedures.
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Saleh, Sitti Fithriani, Purwanto Purwanto, Sudirman Sudirman, Erry Hidayanto, and Susiswo Susiswo. "Elementary School Teachers' Mathematical Connections in Solving Trigonometry Problem." Research in Social Sciences and Technology 3, no. 3 (2018): 32–41. http://dx.doi.org/10.46303/ressat.03.03.3.
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This study aims to reveal mathematical connections of elementary school teachers in solving trigonometric problem. The subjects of this study were 22 elementary school teachers as the prospective participants of Professional Teacher Education and Training (PTET). They came from several districts of South Sulawesi Province. The teachers were given trigonometry problem. Trigonometry problems could encourage teachers to connect geometrical and algebraic concept, graphical representation and algebraic representation, as well as daily life context. The result shows that most of the subject teachers of this study solved the problem according to procedures they know without considering everyday life context. On the other hand, there were some subjects who connected problem with everyday life context using graphical, verbal, or numerical representation. Thus, subjects who were able to connect problem information with appropriate concepts and procedures are categorized as substantive connections. While the subjects who were able to connect problem information with mathematical concepts but less precise in using the procedure are categorized as classification connections.
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Sheremeteva, Olga, and Valentina Turkina. "PROBLEMS OF MATHEMATICAL EDUCATION OF PRIMARY SCHOOL TEACHERS: IDENTIFYING RELATIONSHIPS BETWEEN CONCEPTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 560–70. http://dx.doi.org/10.17770/sie2021vol1.6480.
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The purpose of this article is to investigate how the undergraduate students in the primary education programs understand mathematical information (concepts). Having an understanding of the mathematical content allows the teacher to design different approaches to teaching younger students with different learning styles and abilities. The analysis of theoretical studies published in Russian scientific literature has shown that one of the important criteria for understanding information in a particular field of knowledge is to identify logical connections between the concepts of this field. In this article the authors present the results of their study on how undergraduate students studying in the profiles of “Primary Education" and "Psychological and Pedagogical Education” form the links between the concepts used in everyday life versus the connections between mathematical concepts. The results show that other disciplines/ fields of study influence the formation of connections between mathematical concepts. In addition, some specific difficulties in establishing some of these connections were identified. Based on this research, the authors provide recommendations on specific strategies to improve the professional education for future teachers in the area of mathematical knowledge.
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Aisyah, Puri Nur, Siti umi Nur Khasanah, Anik Yuliani, and Euis Eti Rohaeti. "Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMP Pada Materi Segiempat dan Segitiga." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 5 (2018): 1025. http://dx.doi.org/10.22460/jpmi.v1i5.p1025-1036.
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This study aims to determine the ability of solving mathematical problems of junior high school students in Kabupatan West Bandung with indicators of students' mathematical problem solving abilities that are used to identify known elements, questioned and adequacy of elements, selecting and implementing strategies to solve mathematical problems, interpret the results according to the initial problem , making a mathematical model of a situation or everyday problem, using mathematics meaningfully. This research was conducted to 31 students in one of Junior High School in Ngamprah Village, West Bandung Regency using qualitative descriptive method. Instruments used in the form of 5 items about students' mathematical problem solving abilities on the material quadrilateral and triangle with interviews to students. The conclusion of this research is the ability of mathematical problem solving of junior high school students in Ngamprah Village is still low.
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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 (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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Lipka, Jerry, Sandra Wildfeuer, Nastasia Wahlberg, Mary George, and Dafna Ezran. "Elastic Geometry and Storyknifing A Yup'ik Eskimo Example." Teaching Children Mathematics 7, no. 6 (2001): 337–43. http://dx.doi.org/10.5951/tcm.7.6.0337.
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Storytelling occurs across cultures but is not generally thought of as having a mathematical component; nor are other everyday activities, such as shopping for groceries, packing for a trip, or making a quilt. Each of these informal activities, however, contains embedded mathematics; in Yup'ik Eskimo storyknifing, the forms etched illustrate a relationship between mathematics and ethnomathematics (see fig. 1). Children usually do not see the relationship between their surroundings and activities and mathematics. Connecting the intuitive, visual, and spatial components of storyknifing, as well as other everyday and ethnomathematical activities, with mathematical reasoning is a way to adapt, enrich, and enlarge the types of problems and processes that elementary school students face when learning mathematics.
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Lovianova, Iryna V., Dmytro Ye Bobyliev, and Aleksandr D. Uchitel. "Cloud calculations within the optional course Optimization Problems for 10th–11th graders." Освітній вимір 53, no. 1 (2019): 95–110. http://dx.doi.org/10.31812/educdim.v53i1.3835.
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The article deals with the problem of introducing cloud calculations into 10th–11th graders’ training to solve optimization problems in the context of the STEM-education concept. After analyzing existing programmes of optional courses on optimization problems, the programme of the optional course Optimization Problems has been developed and substantiated implying solution of problems by the cloud environment CoCalc. It is a routine calculating operation and not a mathematical model that is accentuated in the programme. It allows considering more problems which are close to reality without adapting the material while training 10th–11th graders. Besides, the mathematical apparatus of the course which is partially known to students as the knowledge acquired from such mathematics sections as the theory of probability, mathematical statistics, mathematical analysis and linear algebra is enough to master the suggested course. The developed course deals with a whole class of problems of conventional optimization which vary greatly. They can be associated with designing devices and technological processes, distributing limited resources and planning business functioning as well as with everyday problems of people. Devices, processes and situations to which a model of optimization problem is applied are called optimization problems. Optimization methods enable optimal solutions for mathematical models. The developed course is noted for building mathematical models and defining a method to be applied to finding an efficient solution.
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Baroody, Arthur J., and Bobbye H. Bartels. "Using Concept Maps to Link Mathematical Ideas." Mathematics Teaching in the Middle School 5, no. 9 (2000): 604–9. http://dx.doi.org/10.5951/mtms.5.9.0604.
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The National Council of Teachers of Mathematics's standards documents (1989, 1991, 1995) emphasize making and assessing connections. Why are connections so important? Research suggests that understanding can be viewed as a connection between two pieces of information (Ginsburg 1977), and an understanding of elementary concepts is essential for mathematical power, for example, applying school mathematics to everyday tasks, inventing mathematical procedures, understanding and solving genuine problems, and comprehending more advanced mathematical ideas. The degree of a student's understanding is determined by the number, accuracy, and strength of connections (Hiebert and Carpenter 1992; Resnick and Ford 1981). A concept is well understood if it has many links to other aspects of knowledge that are accurate and strong.
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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 (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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Huang, Hsin-Mei E. "The Impact of Context on Children's Performance in Solving Everyday Mathematical Problems With Real-World Settings." Journal of Research in Childhood Education 18, no. 4 (2004): 278–92. http://dx.doi.org/10.1080/02568540409595041.
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Tutiya, Yohei. "Exploring algebraic structures of nonlocal classical integral systems." Impact 2020, no. 8 (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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O'Donnell, Barbara. "Research, Reflection, Practice: What Effective Math Teachers Have in Common." Teaching Children Mathematics 16, no. 2 (2009): 118–25. http://dx.doi.org/10.5951/tcm.16.2.0118.
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Effective teachers integrate problem solving into their mathematics instruction to promote the development of students' mathematical understanding. Students must learn to think critically, reason, and solve difficult, demanding problems as a part of everyday learning events. Teachers often wonder if they are constructing learning environments that ensure such results.
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Sondore, Anita, Elfrīda Krastiņa, Elga Drelinga, and Pēteris Daugulis. "IMPROVING MATHEMATICAL COMPETENCE IN PRIMARY SCHOOL TO ENABLE SKILL TRANSFERS IN NEW SITUATIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 208. http://dx.doi.org/10.17770/sie2017vol2.2256.
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Mathematical competence is one of the basic competences defined in the EU. Results of international studies in recent years show that the percentage of pupils in Latvia with high level (5.,6.) of mathematical competence has decreased from 8% (PISA, 2012) to 5,2% (PISA, 2015). Observations of mathematical lessons show that individualization of studies is not a popular everyday feature, nonstandard problems are rarely used in the work with primary school pupils. Sustainable education can not be envisioned without creative thinking necessary for solving various nonstandard problems. Mathematical competitions also require creative applications of knowledge. The goal of this study was to analyze problems of Latvian mathematical contests for grades 4-6 of the last 3 years according to categories of mathematical content. The most important cognitive and metacognitive strategies necessary for their solution are shown. It is important to turn attention of teachers to much wider inclusion of contest problems into study process of primary school. It will enable to individualize studies and stimulate skill transfer to new situations for gifted pupils. The authors encourage teachers to use nonstandard (contest) problems as an indivisualization tool which will give opportunity for pupils to master knowledge and skill transfer. It will provide regular training of mind and positive emotions for pupils who are bored with solving standard problems.
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Fitri, Fadhilah, Dina Fitria, Fridgo Tasman, Defri Ahmad, and Suherman Suherman. "FF Application Of Mathematical Literacy In Mathematics Learning For Elementary School." Pelita Eksakta 2, no. 2 (2019): 106. http://dx.doi.org/10.24036/pelitaeksakta/vol2-iss2/75.
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Mathematical literacy requires individuals to solve a problem and also apply mathematics in everyday problems, which results in the ability to interpret solutions to those problems. In PISA it is known that Indonesia's mathematics literacy score is among the lowest, as well as in Guguk District Lima Puluh Kota Regency. One way to overcome this is to start introducing literacy to students early on. The introduction of literacy must be instilled in students since they are still in elementary school. Based on this, a training program and workshop was held regarding the application of mathematical literacy in mathematics learning in elementary schools in Guguak District with elementary school mathematics teacher partners who are members of the KKG SD Gugus III Kecamatan Guguak Kabupaten Lima Puluh Kota.
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Sutrisno, Nurul Auliyah, Didik Sugeng Pambudi, and Randi Pratama Martikusuma. "Analisis Koneksi Matematis Siswa dalam Menyelesaikan Soal Setara TIMSS Ditinjau dari Locus of Control." Edumatika: Jurnal Riset Pendidikan Matematika 3, no. 1 (2020): 52. http://dx.doi.org/10.32939/ejrpm.v3i1.500.
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This study aims to describe the students’ mathematical connections in terms of the locus of control. The mathematical connection indicators in this study are writing down the mathematical concepts that underlie the answers, recognize the relationship of various mathematical ideas and mathematical topics that can be related to problems of everyday life, and understand how to solve mathematical ideas that are interrelated and underlie each other to obtain an integrated whole. Data collection methods in this study were questionnaires, tests, and interviews. The subjects of this study were six seventh-grade students at MTs Negeri 7 Jember. The data analyzed by qualitative descriptive analysis. Based on the tests and interviews analysis, we known that students with internal locus of control could write mathematical concepts as a two variable linear equation system (TVLES). Students can connect TVLES material with problems, for example, represented the object in variables x and y. Students can also solved the problems related to TVLES material by using common examples, elimination and substitution methods. While the students’ with external locus of control also can write the mathematical concepts as a TVLES. But the students did not write in detail the relationship between TVLES material and the problem. Students can not solve problems by using TVLES solutions such as elimination and substitution, but students only use estimates in finding solutions.
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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 (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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Furlan, Larissa Melchiors, Mylena Roehrs, and Glauber Rodrigues de Quadros. "Conexões entre grafos e matrizes na modelagem de problemas matemáticos." Ciência e Natura 40 (March 12, 2019): 183. http://dx.doi.org/10.5902/2179460x35519.
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Graphs theory is very important in the mathematical world as an excellent way of connecting with the real world. By using the theory of directed graphs it is possible to transform many of the everyday problems into mathematical problems, so as to make an exact study in each case. In this work we explore the matrices related to the various types of graphs, such as the vertex matrix, which is associated with a directed graph, and the adjacency matrix. Moreover, matrices of multi-step connections are constructed so as to separate the various blades between the vertices of a directed graph. Then, we will construct some applications of those results in the form of examples.
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Moyer, Patricia Seray. "Links to Literature: A Remainder of One: Exploring Partitive Division." Teaching Children Mathematics 6, no. 8 (2000): 517–21. http://dx.doi.org/10.5951/tcm.6.8.0517.
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Children's literature can be a springboard for conversations about mathematical concepts. Austin (1998) suggests that good children's literature with a mathematical theme provides a context for both exploring and extending mathematics problems embedded in stories. In the context of discussing a story, children connect their everyday experiences with mathematics and have opportunities to make conjectures about quantities, equalities, or other mathematical ideas; negotiate their understanding of mathematical concepts; and verbalize their thinking. Children's books that prompt mathematical conversations also lead to rich, dynamic communication in the mathematics classroom and develop the use of mathematical symbols in the context of communicating. The National Council of Teachers of Mathematics (1989) emphasizes the importance of communication in helping children both construct mathematical knowledge and link their informal notions with the abstract symbols used to express mathematical ideas.
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Pratama, Ryan Angga, and Ari Musdolifah. "Teka-Teki Logika untuk Meningkatkan Minat Belajar Siswa Sanggar Kegiatan Belajar Balikpapan Timur." Abdimas Universal 1, no. 1 (2019): 48–53. http://dx.doi.org/10.36277/abdimasuniversal.v1i1.22.
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The success of mathematics learning is supported by the teacher's proficiency in carrying out teaching activities and awareness of students in participating in learning activities. Therefore, learning requires the ability of teachers to manage learning and / or their ability to manage classes. Teachers must have capable skills in the fields of strategy and learning models that vary. For this reason, it is necessary to have active, fun, creative learning, and be able to provide attraction so that students can express themselves in learning and experience no saturation, so students can understand the material well. In learning activities, one way that can be done by teachers to overcome these problems is to provide a learning that is able to optimize the logic of students' thinking in solving non-routine problems in school, namely Mathematical Logic Puzzle. Through the provision of challenge questions in the form of Mathematical Logic Puzzles, students gain knowledge and understanding of mathematical logic puzzles, gain new learning experiences, dare to express ideas and be able to answer various kinds of non-routine problems and problems of logic related to life everyday, and students are more motivated in learning mathematics.
 Keywords: mathematical logic puzzles, mathematics learning
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Kuncoro, Krida Singgih, and Tri Astuti Arigiyati. "Development of 3N-Oriented TPACK Mathematical Computing E-Modules." JIPM (Jurnal Ilmiah Pendidikan Matematika) 8, no. 2 (2020): 122. http://dx.doi.org/10.25273/jipm.v8i2.5833.
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Technology always develops from time to time and is very closely related to real-life, which is to solve everyday problems. This study aims to describe the design of 3N-oriented TPACK-based mathematical computing modules (niteni, nirokke, nambahi). The method used is descriptive qualitative part of development research. This research resulted in an E-module design. Mathematical Computing E-Module has the following characteristics (1) containing the TPACK concept and 3N teachings that are designed to be attractive, (2) showing the appropriate 3N activities in the lecture process, and (3) inviting students to carry out niteni, nirokke, and nambahi activities during lesson. The design of 3N-Oriented TPACK based on Mathematical Computing E-Modules is declared valid.
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Junge, Michael E., and Beverly J. Dretzke. "Mathematical Self-Efficacy Gender Differences In Gifted/Talented Adolescents." Gifted Child Quarterly 39, no. 1 (1995): 22–28. http://dx.doi.org/10.1177/001698629503900104.
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Gifted/talented high school students completed the Mathematical Self-Efficacy Scale, an instrument developed by Betz and Hackett (1983). Items in the scale asked the students to indicate their degree of confidence regarding successful completion of everyday mathematics tasks, number sequences, mathematics-based college courses, and mathematics problems. The mean self-efficacy ratings given on the items were analyzed for significant gender differences. Results indicated that mates had stronger self-efficacy expectations than females on more than one fourth of the items, whereas females reported stronger self-efficacy expectations on only a few items that involved stereotypical female activities. Implications of the findings for the process of educational decision making are discussed.
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Fornasiero, Marianna, and Federico Malucelli. "Making high school students aware of optimization through games and puzzles." RAIRO - Operations Research 54, no. 2 (2020): 585–95. http://dx.doi.org/10.1051/ro/2019013.
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Optimization is among the oldest mathematical applications in history: human nature tends to obtain the best results with the minimum effort, in many sectors. Nevertheless, optimization and operations research as mathematical disciplines struggle to find their place in high school syllabi and it is usually very hard to explain what they are about to students and common people. This could be due to a lack of “optimization culture” that prevents one to see that many problems that we tackle everyday are actually optimization problems, or a lack of mathematical culture in a broader sense. With this paper we report on a small experience carried out in an Italian high school where we attempted to close this gap. Rather than using a conventional approach, we introduced a set of games, puzzles and challenges based on optimization problems that stimulated students’ intuition and creativity. Indeed the aim of this experiment was not teaching specific optimization methods, but starting the construction of an “optimization awareness” in the students.
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Fitriani, Fitriani, Yulia Anita Siregar, and Wiwik Novitasari. "Analisis kesulitan kemampuan komunikasi matematika mahasiswa menggunakan aplikasi google classroom pada matakuliah aljabar." Journal of Didactic Mathematics 2, no. 1 (2021): 18–25. http://dx.doi.org/10.34007/jdm.v2i1.596.
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Mathematical communication skills are one of the abilities that students must have to make it easier to solve problems contained in mathematics itself and in everyday life. Because if students have mastered mathematical communication skills, it will make it easier for students to take deeper learning. This study aims to analyze the difficulty of students' mathematical communication skills using the Google Classroom Application in the Algebra course. This type of research is descriptive qualitative. The subjects of this study were tree semester students who took Algebra courses in the Mathematics Education study program at Universitas Muhammadiyah Tapanuli Selatan, academic year 2020/2021 as many as 15 people. The instrument used in this study was Test and interview. The results showed that based on the test results obtained: difficulties in the ability to interpret mathematical ideas rationally in writing, difficulties in mathematical problems into mathematical models and difficulties in the ability to express mathematical ideas in the form of descriptions. Meanwhile, based on the results of the interview, namely: (1) technical difficulties, and (2) student adaptation difficulties. To overcome these difficulties, it is necessary which is a combination of Online and Offline learning or also called blended learning.
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Kontorovich, Igor’. "Problem-posing triggers or where do mathematics competition problems come from?" Educational Studies in Mathematics 105, no. 3 (2020): 389–406. http://dx.doi.org/10.1007/s10649-020-09964-1.
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AbstractSpurred by Kilpatrick’s (1987) “Where do good problems come from?”, this study explores problem-posing triggers of experienced problem posers for mathematics competitions. Triggers are conceived as instances of noticing, where an impulse draws a poser’s attention and “triggers off” a mathematical re-action, one of the outcomes of which is a creation of a problem that gets accepted to some mathematics competition. The data were collected from 26 problem posers residing in nine countries, and who had experience in creating problems for national, regional, and international competitions. Three types of triggers emerged from the analysis: (i) Instances where the participants extracted mathematical phenomena from activities that are replete with modern elementary mathematics. These triggers were described in emotionally loaded terms that resonated with appreciation, surprise, challenge, and feeling of innovation. (ii) Cases where the participants abstracted mathematical phenomena from common everyday-life tasks in which mathematical optimization was beneficial. These situations emphasized participants’ desire to compensate for self-disappointment with an initially made decision and the value of finding a better alternative. (iii) Situations where the participants were asked to pose a problem ‘here and now’. The posers were unanimous in their dislike of such situations. They elaborated on how difficult it is to pose ‘here and now’ and highlighted the low quality of the resulting problems. The findings are situated in the body of knowledge on expert problem posing and educational literature on school students and teachers.
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Nurlaila, Siti, Ratna Sariningsih, and Rippi Maya. "ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP TERHADAP SOAL-SOAL BANGUN RUANG SISI DATAR." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 6 (2018): 1113. http://dx.doi.org/10.22460/jpmi.v1i6.p1113-1120.
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This research is to find out the mathematical communication skills of VIII junior high school students about building a flat side space. This research method is a qualitative descriptive study. The subject of this research is 18 students in one junior high school in Bandung regency. The test instrument used is a description form. The indicator used in this study there are 5 indicators of mathematical communication ability, namely expressing ideas, situations and relations with images, expressing mathematical situations or everyday events into mathematical models, explaining and making questions of mathematical problems, low indicators only obtain an average percentage averaged 12%, based on the results of calculations using the Microsoft Exel application the overall student communication skills of these five indicators are still low below 50% which is only 44%.
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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 (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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Nurharyanto, Dwi Widyastuti, and Heri Retnawati. "The difficulties of the elementary school students in solving the mathematical narrative test items." Jurnal Prima Edukasia 8, no. 1 (2020): 29–39. http://dx.doi.org/10.21831/jpe.v8i1.29969.
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Mathematical learning is based on the context of everyday life and is reflected in the evaluation questions given to students. One type of question that is proper for the teacher to use is a word problem. Word problems are more difficult than other models. This type does not present problems with mathematical models directly but with narrative stories that students should understand first. This research was phenomenological research that aimed to find out what difficulties were experienced by students in solving mathematical problems presented narratively. The participants of this study were 121 fifth grade students from five elementary schools in the Special Region of Yogyakarta, Indonesia. Student errors were analyzed using the Newman Analysis Method. The Newman Analysis Method grouped students' mistakes into five categories: reading errors, comprehension errors, transformation errors, process skills, and encoding errors. The results of this study indicate that students have comprehension errors were 44.04%, transformation errors were 40.22%, process skills errors were 57.44%, and encoding errors were 57, 44%. Most errors are in problem number three with the type of reading errors. One of the reasons is the ability of students who are still lacking to understand can cause problems at a later stage.
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Arifin, Nurdin, and Eudia Fortuna. "Etnomatematika Pada Kebudayaan Suku Dayak Bentian Dalam Menumbuh Kembangkan Literasi Matematis." Jurnal Pengabdian Ahmad Yani 1, no. 1 (2021): 58–67. http://dx.doi.org/10.53620/pay.v1i1.16.
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Mathematical concepts are always useful in everyday life to solve problems at hand. Learning mathematics that is associated with the surrounding (contextual) circumstances, especially in the culture of an area, is expected to be able to improve the ability of students in learning. Learning mathematics which is associated with the culture of an area is called ethnomathematics. Moreover, the government is currently promoting literacy. Literacy in mathematics is called mathematical literacy/mathematical literacy is the knowledge to know and apply basic mathematics every day such as to communicate both orally and in writing, to reason, and to solve problems. This service is carried out through a zoom meeting application that is given to 6th semester students, as a preparation effort before students carry out the Introduction to Learning Environment (PLP) at school. This service method uses the ADDIE (Analyze, Design, Develop, Implementation, and Evaluation) model. In the results of this service, a discussion was held on the ethnomathematics of the Bentian Dayak tribe in relation to learning mathematics and participants were able to make mathematical literacy questions. In the end, participants will be able to apply ethnomathematics and mathematical literacy in learning
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Sezgin memnun, Dilek, and Merve ÇOBAN. "Mathematical Problem Solving: Variables that Affect Problem Solving Success." International Research in Education 3, no. 2 (2015): 110. http://dx.doi.org/10.5296/ire.v3i2.7582.
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<p>Individuals who can solve the problems in everyday and business life is one of the primary goals of education due to the necessity to have problem solving skills to cope with life problems. Problem solving has an important role in mathematics education. Because of that, this research is aimed to examine the differentiation of secondary school students’ problem solving success according to gender, class level, and mathematics course grade. Moreover, this paper explores the effect of secondary school students’ attitudes toward mathematics and problem solving on problem solving success. The participants were 77 fifth-graders and 81 sixth-graders who were studying in three different secondary schools in a large city in Turkey. Two different attitude instruments and a problem solving test were administered to these volunteer fifth- and sixth-graders accompanied by mathematics teachers. Additionally, the students’ mathematics course grades for the fall semester were obtained and used in the research. The results revealed that sixth-graders were more successful in problem solving than fifth- graders. The problem solving success of female and male students was similar, and there was an intermediate positive relationship between problem solving success and course grade point averages. The students’ attitudes affected their problem solving success.</p>
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Pratiwi, Ismiyanti Suci, and Eyus Sudihartinih. "Analysis of Junior High School Students' Mathematical Connection on The Ratio and Proportion Concepts." Edumatika : Jurnal Riset Pendidikan Matematika 4, no. 1 (2021): 59–76. http://dx.doi.org/10.32939/ejrpm.v4i1.753.
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The purpose of this study was to obtain an overview of the mathematical connections of junior high school students on the concepts of ratio and proportion. This research uses a descriptive qualitative method with data triangulation. The research participants were four junior high school students in Sukabumi. The instrument used in this study consisted of a description test of three questions that had been consulted with experts and based on considerations regarding indicators of mathematical connection ability. Based on the results of the study, it is known that the ability of students to recognize and use connections between mathematical ideas is 50%, the ability of students to connect and apply mathematical concepts with other disciplines is 50%, and the ability of students to connect and apply mathematical concepts to problems in everyday life with a percentage of 50%. The results showed that the mathematical connection ability of some junior high school students in Sukabumi on the concept of comparison was included in the poor category.
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Masingila, Joanna O. "On My Mind Let's Be Realistic." Mathematics Teaching in the Middle School 2, no. 3 (1997): 136–37. http://dx.doi.org/10.5951/mtms.2.3.0136.
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It is essential that teachers provide classroom activities that connect in-school and out-of-school mathematics to enrich each student's set of experiences and offer some common experiences for all students in the class. These activities need not be elaborate; motivating, rich activities can be developed by transforming textbook exercises into problems that require students to use their mathematical knowledge in ways that reflect how that knowledge is used in everyday situations.
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Pratidiana, Deni, Rusdian Rifa'i, and Dewi Priyani. "ANALYSIS OF MATHEMATICAL ABSTRACTION ABILITY OF GRADE VIII STUDENTS IN CARTESIAN COORDINATE MATERIAL." MaPan 9, no. 1 (2021): 178. http://dx.doi.org/10.24252/mapan.2021v9n1a12.
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Mathematics is one of the most important branches of science because mathematics is indispensable for everyday life and is the basis for other branches of science. Therefore, students' abstraction ability is very important. Each student has abstraction ability in solving problems in mathematics lessons in solving different problems according to the students' level of thinking ability and intelligence. Therefore, the purpose of this research is to describe the mathematical abstraction ability of grade VIII students in cartesian coordinate material at SMPN 1 Cikedal. The type of research is a qualitative descriptive approach. The research subjects are 6 students of grade VIII A. The research instruments used are test sheets and interview guidelines containing 14 questions. The results showed that all the research subjects had low mathematical abstraction skills, as none of the students met all the levels and indicators used in this study, namely the level of recognition, representation, and structural abstraction.
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Rahman, Iffa Hanifah, Meilinda Manda Yassar, Nadya Suciati Fauziah, Nurul Rohmi, and Hamdan Sugilar. "ANALISIS KESALAHAN DALAM MENYELESAIKAN SOAL KOMUNIKASI MATEMATIS MATERI BANGUN RUANG." Jurnal Perspektif 3, no. 1 (2019): 47. http://dx.doi.org/10.15575/jp.v3i1.36.
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The purpose of this study is to describe the errors and causes that often occur in solving problems in the material building space beam and cube in terms of mathematical communication. In this study using a type of qualitative descriptive research, with data collection techniques used are tests, and interviews. The subjects of this study were 4th semester students at one of the universities in Bandung. The analysis technique used is an interactive technique which includes data collection, data reduction, data presentation, and conclusion drawing. The mathematical communication indicators used in this research are expressing everyday problems in mathematical languages / symbols, presenting allegations, and drawing conclusions. Errors made by students in solving problems are wrong in symbolizing data that is known and asked, does not calculate prerequisite data, determine formulas, and do not draw conclusions. The cause of the error is due to the assumption that symbolizing the known and asked data is not important, does not focus when working on the problem so that it is not thorough and understands the questions given, and the unfamiliarity to draw conclusions on each problem resolved
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Barlow, Angela T. "But What if the Goal is to Model with Mathematics?" Teaching Children Mathematics 24, no. 4 (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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Yani, Ahmad, and Kurnia Ningsih. "Character Education Strengthening of Students Through The Mathematical Disposition Strategy on Statistics Elementary." JPMI (Jurnal Pendidikan Matematika Indonesia) 4, no. 1 (2019): 1. http://dx.doi.org/10.26737/jpmi.v4i1.928.
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This study aims to improve the strengthening of student character education through a mathematical disposition strategy in Elementary Statistics. The sample of this study was 30 students of the 3rd semester of Biology Education. The research method used was experimental and the research firm was quasi-experimental. Data collection techniques are measurement techniques, namely initial ability tests and mathematical disposition scales. The results of this study indicate that character education can be enhanced or strengthened by a mathematical disposition strategy. That is by increasing high confidence in solving problems, not easily discouraged and asking questions, having prepared before starting learning such as reading the material or other references, knowing the role of mathematics related with everyday life and knowing that success in mathematics subjects can support progress in other disciplines.
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Haltiwanger, Leigh, Robert M. Horton, and Brooke Lance. "Quick Reads: Using Technology to Build a Pen for Browser." Mathematics Teaching in the Middle School 20, no. 1 (2014): 46–50. http://dx.doi.org/10.5951/mathteacmiddscho.20.1.0046.
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Making mathematics meaningful is a challenge that all math teachers endeavor to meet. As math teachers, we spend countless hours crafting problems that will energize students and help them connect mathematical topics to their everyday lives. Being successful in our efforts requires that we allow students to explore ideas before we provide explanations and demands that we ask questions to promote a depth of thinking and reasoning that would not occur without such probing (Marshall and Horton 2009).
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Holifa, Rida, Zainul Munawwir, and Irma Noervadila. "ANALISIS LITERASI MATEMATIKA PESERTA DIDIK BERDASARKAN HOTS KELAS VII MTS SARJI AR-RASYID SITUBONDO." EDUSAINTEK : JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI 7, no. 2 (2020): 113–20. http://dx.doi.org/10.47668/edusaintek.v7i2.73.
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Mathematics education is closely related to every human being's everyday life, one of which is counting. Mathematics education also needs to be taught to students to be more disciplined, develop patterns of thinking from the usual to more than before, and read the problems faced and find solutions. This study aims to describe the students' scientific literacy based on HOTS according to the criteria of high, medium, and low-grade VII MTs Sarji Ar-Rasyid for the 2019/2020 academic year. The type of research used is descriptive qualitative. This study's subjects were three class VII students of MTs Sarji Ar-Rasyid based on high, medium, and low HOTS criteria. Data collection techniques were observation, HOTS test, mathematical literacy test, interviews, and documentation. The results of the Student Matematic Literacy analysis based on HOTS with high, medium, and low criteria showed different results. In research subjects with high criteria and moderate criteria have met the indicators of mathematical literacy, namely, expressing mathematical ideas orally and in writing, combining personal experiences related to mathematical problems, and utilizing the tools needed. Simultaneously, the research subjects with low criteria have not met the indicators of mathematical literacy by looking at the unsatisfactory results of the mathematics literacy test.
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Palanisamy, R., Th Ankit Singh, Anamika Ranjan, and Jatin Singh. "BLDC motor driven electric skateboard using SVPWM." International Journal of Electrical and Computer Engineering (IJECE) 10, no. 1 (2020): 711. http://dx.doi.org/10.11591/ijece.v10i1.pp711-718.
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Several problems are faced by today’s generation. One of them is the increase in pollution in our everyday life. Each of us can play a part in reducing this by using some environmentally friendly method such as cycles which requires mechanical force. Another way to accomplish this is by using electricity to produce this mechanical force i.e. electric motor. In this paper BLDC motor driven electric skateboard is designed with mathematical calculation, verified with simulation and developed as a experimental setup.