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Journal articles on the topic 'Mathematic knowledge'
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1
Raouf, Khadija, Imad Belazzaar, Morad Radi, Mohamed Moussetad, and Mohammed Talbi. "Les Difficultes Inherentes A La Mobilisation Des Connaissances Mathematiques Dans La Physique, Cas De La Mecanique Au College." European Scientific Journal, ESJ 12, no. 25 (2016): 185. http://dx.doi.org/10.19044/esj.2016.v12n25p185.
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This study focuses on the difficulties of pupils in final year of college cycle (14-17 years) to mobilize mathematical knowledge in mechanical modeling activities. The objective is to try to understand the dynamics of the transfer of mathematical knowledge in modeling the concept of "speed" and the notion of "force." To do this, we developed two individual written questionnaires to a sample of pupils. One focuses on mathematics and the other mechanics. To better interpret some results, we held individual interviews with a sample of pupils. Analysis and interpretation of the results of the questionnaires and interviews show that the mathematical knowledge mobilization difficulties are due in the first hand to the non mastery of this knowledge in mathematic courses and the second hand to the fact that pupils aren’t conscious of the linkages which exist between mathematic and physic. The students having answered correctly seem adopting memorization strategies than cognitive strategies conducive to the transfer.
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Murawski, Roman. "Mathematics and Theology in the Thought of Nicholas of Cusa." Logica Universalis 13, no. 4 (2019): 477–85. http://dx.doi.org/10.1007/s11787-019-00232-2.
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Abstract Nicholas of Cusa was first of all a theologian but he was interested also in mathematic and natural sciences. In fact philosophico-theological and mathematical ideas were intertwined by him, theological and philosophical ideas influenced his mathematical considerations, in particular when he considered philosophical problems connected with mathematics and vice versa, mathematical ideas and examples were used by him to explain some ideas from theology. In this paper we attempt to indicate this mutual influence. We shall concentrate on the following problems: (1) the role and place of mathematics and mathematical knowledge in knowledge in general and in particular in theological knowledge, (2) ontology of mathematical objects and their origin, in particular their relations to God and their meaning for the description of the world and physical reality, (3) infinity in mathematics versus infinity in theology and their mutual relations and connections. It will be shown that—according to Nicholas—mathematics and mathematical thinking are tools of rationalization of theology and liberating it in a certain sense from the trap of apophatic theology.
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Adiba, Asfa Riha Farah. "REALISTIC MATHEMATIC EDUCATION (RME) DALAM MENINGKATKAN HASIL BELAJAR SISWA MI DI MALANG." Elementeris : Jurnal Ilmiah Pendidikan Dasar Islam 2, no. 2 (2020): 47. http://dx.doi.org/10.33474/elementeris.v2i2.8694.
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This study is to find out the learning problems in MI Cemorokandang kedungkandang malang, namely about the problem of low student learning outcomes and students' knowledge of mathematics subjects in class III on multiplication and division material. This study uses a realistic mathematic education learning model. Studying mathematics is including increasing students' knowledge in thinking logically, rationally, critically, carefully, effectively, and efficiently. Therefore, as a teacher must be able to apply effective and efficient learning so students can understand to work on and solve mathematical learning problems. However, the teacher cannot apply it because the teacher does not understand the problems that arise from the model, the media or the characteristics of their students. In this case the researcher will discuss realistic mathematics learning in class III at MI Cemorokandang Kedungkandang Malang, the problems experienced by teachers in mathematics learning are low levels and the problems faced by students in learning mathematics at MI Cemorokandang Kedungkandang Malang
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Collison, Judith. "Using Performance Assessment to Determine Mathematical Dispositions." Arithmetic Teacher 39, no. 6 (1992): 40–47. http://dx.doi.org/10.5951/at.39.6.0040.
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The proliferation of information and information technology demands educational change, especially in mathematics. The emphasis must shift from mere acquisition to the use of information to deepen mathematical understanding and appreciation. The NCTM 's Curriculum and Evaluation Standards (1989) envisions a new curriculum. Among its goals are the development of “mathematical power,” or “numeracy” (National Research Council 1989) and an appreciation of the beauty and power of mathematic (NCTM 1989). Mathematics instruction must not merely expand students' knowledge of mathematics but must also foster intellectual courage and a set of positive personal attitudes, or dispositions, that enable and empower students.
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Nida Nurhanifa, Budi Hendrawan, and Anggia Suci Pratiwi. "The Effect of Realistic Mathemathic Education (RME) Assisted by Number Hours on Learning Achievement in The Summing Operations Material in Class I SDN Batulawang." Jurnal Sekolah Dasar 5, no. 2 (2020): 67–74. http://dx.doi.org/10.36805/jurnalsekolahdasar.v5i2.1065.
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Mathematics learning is learning that develops student creativity to improve thingking skills, construct new knowledge to increase good mastery of mathematical material. In learning mathematics there are several obstacles, namely low student achievement, lack of student motivation and students still think that mathematics is difficult and difficult to learn. To overcome these obstacles there is a solution for learning mathematics that is using Realistic Mathematic Education (RME) assisted by the number of hours in the addition operation material. By using Realistic Mathematic Education (RME) assisted by number hours, it is expected to be able to improve student learning achievement in the addition operation material at SDN Batulawang. This research uses quantitative research using quasi experimental methods with the Nonequivalent Control Group Design. This research was conducted in SDN Batulawang with a population of thirty people and used a systematic sample that divided students into two classes using even odd numbers, so that the control class was fifteen people and the experimental class fifteen people. Data collection techniques were carried out through pretest and posttest. Data were analyzed using SPSS.
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Li, Yan Cang, Xing Ming Liang, and Du Wang. "Comprehensive Assessment of Bridge Based on a New Tool: Clear Mathematics." Key Engineering Materials 439-440 (June 2010): 1355–60. http://dx.doi.org/10.4028/www.scientific.net/kem.439-440.1355.
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In order to find a more effective method for the safety assessment of the bridge, a new mathematic, the clear mathematics was proposed. First, the basic knowledge of the clear mathematic was introduced. Second, the assessment model was set up. Finally, the model was employed to the assessment of a bridge. Engineering practice shows the efficiency and the rationality of the method. This study provides a new method for the safety assessment.
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Chen, Chin Chun. "Construct Concept Structure for Fundamental Mathematics." Applied Mechanics and Materials 145 (December 2011): 436–40. http://dx.doi.org/10.4028/www.scientific.net/amm.145.436.
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Currently, cognitive psychologists and mathematics educators are looking again at conceptual and procedural knowledge in mathematics learning. Building relationship between conceptual knowledge and the procedures of mathematics contributes to long-term memory of procedures and to their effective use. So we know that symbols could enhance concept and procedures apply concepts to solve problem efficiently. Sketch the graph of exponential function and logarithmic function. Find the inverse exponential function, logarithmic function and so on. The lack of other concrete example in general exponential and logarithmic function prevented the development of application about general exponential and logarithm. Numerical fundamental mathematic problems are provided with complicated number frequently. The lack of other concrete example in general exponential and logarithmic function prevented the development of application about general exponential and logarithm. Numerical fundamental mathematic problems are provided with complicated number frequently The conceptual knowledge, not mechanical algorithms, need more study and thought to identify. But there is a limitation for students use some materials to clarify complicated mathematic concepts perfectly. In order to insight the misconception of learning fundamental mathematics and progress teaching. The purpose of this study is to provide an integrated method of fuzzy theory basis for individualized concept structure analysis. This method integrates Fuzzy Logic Model of Perception (FLMP) and Interpretive Structural Modeling (ISM). The combined algorithm could analyze individualized concepts structure based on the comparisons with concept structure of expert. Applying the method of the cluster of fuzzy c-mean, we could distinguish characteristics of six groups. We analysis the whole data and discuss the relationship between knowledge structures of the sample. The result and discoveries from the research can offer pupils' misconception of learning fundamental mathematics with reference of diagnosis.
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Liu, Shu Li. "Some Experience on Improving the Educational Quality of College Mathematics." Advanced Materials Research 271-273 (July 2011): 1366–69. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1366.
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With the advent of the popular higher education era, some new problems have appeared in the teaching of college mathematic courses in colleges and universities. With considerations of the above problems, this paper will discuss some experience on how to improve the educational quality of college mathematic courses. Moreover, the methods of teaching by background knowledge, instructing learning methods, the visual teaching of abstract concepts and the stratified teaching method are put forward in order to improve the educational quality of college mathematics.
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Yih, Jeng Ming. "Management of Basic Mathematic Concepts for Cognition Diagnosis." Advanced Materials Research 1079-1080 (December 2014): 679–82. http://dx.doi.org/10.4028/www.scientific.net/amr.1079-1080.679.
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Knowledge Management of Mathematics Concepts was essential in educational environment. The purpose of this study is to provide an integrated method of fuzzy theory basis for individualized concept structure analysis. This method integrates Fuzzy Logic Model of Perception (FLMP) and Interpretive Structural Modeling (ISM). The combined algorithm could analyze individualized concepts structure based on the comparisons with concept structure of expert. The empirical data is Basic Mathematic test of Junior College students. The object of concept advanced interpretive structural modeling (CAISM) is to provide individualized hierarchy structure of knowledge of examinees based on response patterns of tests. It shows that knowledge structures will be feasible for remedial instruction and this procedure will also useful for cognition diagnosis.
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Men, Fulgensius Efrem. "Proses Berpikir Kritis Siswa SMA dalam Pengajuan Soal Matematika Berdasarkan Tingkat Kemampuan Matematika." Kreano, Jurnal Matematika Kreatif-Inovatif 8, no. 2 (2017): 191–98. http://dx.doi.org/10.15294/kreano.v8i2.7192.
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Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kritis siswa SMA dalam pengajuan soal matematika berdasarkan tingkat kemampuan matematika yang terdiri atas kemampuan matematika tinggi, sedang dan rendah. Subjek penelitian adalah siswa kelas X dan berjumlah lima orang. Adapun hasil penelitian yang menggambarkan proses berpikir kritis siswa SMA dalam pengajuan soal berdasarkan tingkat kemampuan matematika sebagai berikut. 1) Siswa berkemampuan matematika tinggi kategori baik dalam pengajuan soal matematika memahami petunjuk dan informasi, menggunakan pengetahuan yang telah diperoleh sebelumnya sebagai sumber ide dan memiliki beberapa kriteria untuk membuat soal. 2) Siswa berkemampuan matematika sedang dengan kategori baik dalam pengajuan soal matematika memahami petunjuk dan informasi pada masalah terkait pengajuan soal, mengenali perintah dan mengidentifikasi asumsi-asumsi mendasar berupa apa yang diketahui pada informasi yang diberikan. 3) Siswa berkemampuan matematika rendah kategori kurang baik dalam pengajuan soal matematika memahami petunjuk dan informasi yang pada masalah terkait pengajuan soal. Mengacu pada hasil penelitian terlihat bahwa proses berpikir kritis siswa SMA dalam pengajuan soal matematika berdasarkan tingkat kemampuan matematika berbeda-beda.This study aims to describe Senior High School students critical thinking process in mathematics problem posing based on their mathematics ability level that is consisted of high, medium and low ability level. The subjects of this study is are five grade X students. The data were collected through semi-structured interview. This research then illustrates senior high school students critical thinking process in mathematic problem posing based on their mathematic ability level as follows: 1) The student have high mathematic ability in mathematic problem posing that might be categorized baik could understand the instruction and information, use her previous knowledge as the source of idea and having some criteria to make problems. 2) The student have medium mathematics ability in mathematics problem posing that might be categorized baik could understand the instruction and information related to problem posing, identify the instruction basic assumptions due to the knowledge she attained form given information. 3) The student have low mathematics ability in mathematics problem posing that might be categorized kurang baik could understand the instruction and information in mathematics problem posing. Referring to the research findings, it is known that senior high school students critical thinking process in mathematics posing problem is different based on their mathematic ability level.
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Hussain, Liya Khaulah Asy-Syaimaa’, and Ahmad Faizuddin Ramli. "Perkembangan Ilmu Matematik Dalam Sorotan Tamadun Islam." Sains Insani 2, no. 2 (2017): 135–39. http://dx.doi.org/10.33102/sainsinsani.vol2no2.46.
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The development of Islamic civilization goes hand in hand with physical and spiritual development. This can be highlighted in the 9th century golden age of Islam which witnessed the development of knowledge by Muslims scholars in various disciplines, including mathematics. Although the discourse in mathematical science only involves numbers, letters, and formulas, however, Muslims scholars took it as an instrument to manifest the greatest of God. Hence this article will discuss the development of mathematical knowledge in the spotlight of Islamic civilization. The method of study is qualitative through literature study. The study found that the Quran became a source of inspiration to Islamic scholars in mathematics so that the branch of knowledge such as number theory, arithmetic, algebra, and geometry. Then the sciences are developed and exploited by people around the world so far today.
 Keywords: Islamic civilization, mathematic, history of mathematic
 ABSTRAK: Perkembangan tamadun Islam bergerak seiring dengan pembangunan fizikal dan spiritual. Hal ini dapat disoroti pada kurun ke-9 zaman keemasan Islam yang menyaksikan perkembangan ilmu pengetahuan kalangan sarjana Islam dalam pelbagai disiplin ilmu, termasuklah ilmu matematik. Meskipun wacana dalam ilmu matematik hanya melibatkan angka, huruf, dan sejumlah formula, sarjana Islam menjadikannya sebagai instrument memanifestasikan kebesaran Tuhan. Justeru artikel ini akan membincangkan perkembangan ilmu matematik dalam sorotan tamadun Islam. Metode kajian adalah bersifat kualitatif melalui kajian kepustakaan. Kajian mendapati, al-Quran menjadi sumber inspirasi para sarjana Islam dalam ilmu matematik sehingga terhasilnya cabang ilmu seperti teori nombor, aritmetik, algebra, dan geometri. Kemudian ilmu-ilmu tersebut dikembangkan dan dimanfaatkan oleh masyarakat di seluruh dunia sehingga hari ini.
 Kata kunci: Tamadun Islam; Matematik; Sejarah Matematik;
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Baroody, Arthur J. "The Value of Informal Approaches to Mathematics Instruction and Remediation." Arithmetic Teacher 33, no. 5 (1986): 14–18. http://dx.doi.org/10.5951/at.33.5.0014.
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School mathematic is my terious, foreign, and threatening to many students. For too many children, school mathematics is something that happens to them rather than something that they make happen. Some children are so overwhelmed that they are intellectually and emotionally paralyzed by school mathematics. How can we make school mathematics sensible, familiar, and enjoyable to children—especially those with learning difficulties? Ginburg (1982) suggest that we should relate formal mathematical instruction to a child's informal knowledge and skills, which are often based on counting. This principle is applicable to children across the whole range of abilities, from kindergarten through eighth grade, and to a range of topics in school mathematics. Such an approach may help children feel more in control of their work and, as a result, feel better about themselves and school mathematics.
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Damarin, Suzanne K. "Review: The Mathematics of Popular Consumption." Journal for Research in Mathematics Education 27, no. 2 (1996): 241–43. http://dx.doi.org/10.5951/jresematheduc.27.2.0241.
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Various forms of constructivism have been widely accepted among mathematics educators as describing not only the processes by which individual students learn mathematics, but also the development of mathematic itself as a body of knowledge. Constructivism has led to a revival of research in the philosophy of mathematics as a social-cultural-historical construction (Hersh, 1994) and to paradigm shifts in mathematics education research as we seek to understand the ways mathematics is learned and taught most effectively. Constructivism notwithstanding, however, accepted ideas of what is comprised in mathematics as a body of knowledge have not been significantly altered within the community of researchers and teachers who study. practice, and teach malhematics. the philosophy of mathematics, or mathematics education.
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Leksono, Ibut Priono, and Sri Rahmawati Fitriatien. "Development of Mathematic Learning Set Based On Pedagogical Content Knowledge to Improve Mathematics Problem Solving Ability." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 1 (2021): 159. http://dx.doi.org/10.31331/medivesveteran.v5i1.1529.
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This research use development research wich aim to product mathematic learning that include implementation plans and woksheets based on pedagogical content knowledge in order to improve mathematical problem solving ability. The development model that used in this research uses four stages starting with define, then continue with design stage, next the develop stage, and the last stage is disseminate stage, or better known as 4D model. The mathematical problems that used in this research include linear programming problems that are solved with the integer programming method. The results of validation for the result of learning tools show that the pedagogical content knowledge with 4D method are suitable to used with very good categories. Meanwhile, the trial results show that the pedagogical content knowledge learning tools produced are practical and effective. This is able to support an achievement of research object that is able to improve the ability of students to solve math problems for linear programe case by using integer programming method.
 Keywords: pedagogical content knowledge, problem solving, math problem, integer programming.
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Handayanto, Agung, Puji Rahayu, Supandi IKIP PGRI Semarang, FM Dewanto, and Rina DS. "PELATIHAN MENGGUNAKAN CD ANIMASI PEMBELAJARAN DAN MEMBUAT SOAL-SOAL INTERAKTIF SEBAGAI MEDIA SOSIALISASI CINTA ANAK TERHADAP PEMBELAJARAN MATEMATIKA DI TINGKAT TK DAN SD." E-DIMAS 2, no. 1 (2012): 1. http://dx.doi.org/10.26877/e-dimas.v2i1.91.
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Abstract ?é?á Teaching mathematics for kindergarten and elementary students will be successful if the teaching learning process has a lot of interesting and exciting activities towards to students. Team of community service tries to give them the alternative method in order to make students more interested in joining the lesson. Using visual aids is the best way in transferring knowledge to understand mathematics easily. This training was given to the mathematics teachers of kindergarten and elementary in how to design some materials using animation and how to make interactive tests. The aim of this training was to equip the mathematics teachers to be able to use the CD animation and interactive tests related to their?é?á?é?á mathematic materials. The animation made was about playing and calculating by using PowerPoint Application 2007. By having this method, it is expected that mathematics teachers will be able to explore the lesson using it effectively and creatively. ?é?á Key words: mathematic, CD animation, interactive tests
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Šorgo, Andrej. "Connecting Biology and Mathematics: First Prepare the Teachers." CBE—Life Sciences Education 9, no. 3 (2010): 196–200. http://dx.doi.org/10.1187/cbe.10-03-0014.
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Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers.
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Resbiantoro, Gaguk. "Self-Efficacies of Prospective Mathematic Teachers’ Technological Pedagogical Content Knowledge (TPACK)." Jurnal VARIDIKA 28, no. 2 (2017): 102–15. http://dx.doi.org/10.23917/varidika.v28i2.2735.
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The purpose of this research was to describe the general self-efficacies of prospective teachers about TPACK; based on gender and the types of internship school. This study was conducted to 55 prospective teachers that had finished their internship program at 18 schools, junior high schools, senior high schools, and vocational high schools. Data were collected through questionnaires, observations, and interviews. Questionnaires consist of statements on each TPACK component with the rating scale of 0-10. The result showed that self-efficacies of each TPACK component are 6,97 for TK, 5,71 for CK; 6,49 for PK; 6,95 for PCK; 6,38 for TCK; 6,05 for TPK; and 5,90 for TPACK; there are significant differences self-efficacies at TK and PCK component between male and female of prospective teachers, with the female one have a higher self-efficacies than the male one; there are significant difference self-efficacies at CK and TPACK component between the prospective teacher that have done an internship program at junior high schools, senior high schools, and vocational high schools.
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Yildiz, Hilal. "The Development Process of a Mathematic Teacher’s Technological Pedagogical Content Knowledge." European Journal of Educational Research 7, no. 1 (2018): 9–29. http://dx.doi.org/10.12973/eu-jer.7.1.9.
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Bicer, Ali. "A Systematic Literature Review: Discipline-Specific and General Instructional Practices Fostering the Mathematical Creativity of Students." International Journal of Education in Mathematics, Science and Technology 9, no. 2 (2021): 252–81. http://dx.doi.org/10.46328/ijemst.1254.
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The purpose of this systematic review is to reveal the research findings that suggest instructional practices to foster the creativity of students in mathematics. Although several studies have investigated the effects of various instructional practices influencing the mathematical creativity of students, little is known about how the findings of this collective body of research contribute to the understanding of what instructional practices should be integrated into a mathematic classroom to further foster the mathematical creativity of students. In this systematic review, the knowledge of instructional practices that foster the mathematical creativity of students were categorized under two main factors including: 1) discipline-specific instructional practices and 2) general instructional practices. The discipline-specific instructional practices were problem-solving, problem-posing, open-ended questions, multiple solution tasks, tasks with more than one correct answer, modeling/model-eliciting activities, technology integration, extendable tasks, and emphasizing abstractness of mathematics. The general instructional practices were providing students with ample time to think creatively about real-world related mathematical problems in a judgment free and collaborative classroom environment so that they take risks to share their mathematical ideas and use informal words. Integrating all of these instructional practices into mathematics classrooms can provide opportunities for students to discover their potential creative abilities in mathematics.
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Baiduri and Dwi Priyo Utomo. "TEACHERS' COMPETENCE IN THE ACQUISITION AND USE OF THE MATHEMATICAL LANGUAGE IN INDONESIA." Humanities & Social Sciences Reviews 8, no. 4 (2020): 1471–81. http://dx.doi.org/10.18510/hssr.2020.84135.
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The purpose of the study: This paper aimed at describing the teachers' competence in the acquisition and use of the language of mathematics at public and private senior high schools all over Malang City, Malang Regency, and Batu City, Indonesia.
 Methodology: Qualitative descriptive research design was employed by means of content analysis on the results of the interview and documents of mathematic instructions designed by 30 teachers who also served as the research subjects, spiral analysis on the qualitative data by Creswell was applied to analyze the data, with the support of NVivo 12 plus software.
 Main Findings: This research has revealed that the teachers have acquired and used the language of mathematics, with some errors and fallacies in the use of mathematics vocabularies, grammar, and the explanation of mathematical symbols. The teachers' competence in the acquisition and use of the language of mathematics was influenced by the knowledge about mathematical concepts, presentations, and instructions.
 Applications of this study: The findings of this study are expected to add new knowledge about the competency of the mathematics language of the teacher so that it can be used as a reference for colleges producing teacher candidates in developing the curriculum. Theoretically, these results can be used as a reference and contribute to assessing the mathematical language competence of teachers.
 Novelty/Originality of this study: This current research, is based on their educational qualifications, and to identify factors that influence the teachers' competence in the acquisition and use of the language of mathematics which is less explored by the earlier researcher.
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Heleni, Susda, and Zulkarnain Zulkarnain. "The Influence of Mathematical Thinking Ability with Modified MOORE Method on Learning Outcomes of Basic Mathematic II Chemical Education Students." JOURNAL OF EDUCATIONAL SCIENCES 2, no. 2 (2018): 33. http://dx.doi.org/10.31258/jes.2.2.p.33-41.
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Developing the ability of absolute thinking is needed in mathematic class where the subject has a characteristic as a branch of science which the object of study is abstract-natured and related with a pattern of thinking. Basic mathematics is one of the courses that can develop student’s ability to think. The results acquired by the students are still not maximized; this is because the students struggle to develop their own knowledge to form concepts. Student’s activities in the learning process are only skill-natured in solving problems. One of the learning methods that can be implemented is the Modified Moore method. This research aims to discover the effects of mathematical thinking capabilities with the Modified Moore Method towards the learning achievement of Basic Mathematic II of Chemistry study program from the FKIP of Universitas Riau in the even semester of 2013/2014 academic year. The form of this research is a quasiexperimental research. The experiment design used in this research is the Single Group Pretest/Posttest Design which includes Quasi Experimental Design without control group. The population in this research is the students of Chemistry study program from the FKIP of Universitas Riau in the even semester of 2013/2014 academic year. The sample of this research is all students of Chemistry study program from the FKIP of Universitas Riau in the even semester of 2013/2014 academic year consisting 36 peoples. The sample is obtained through purposive sampling technique. Based on data analysis using t test on mathematical thinking capabilities by applying modified Moore Method, it was found that students scores during post test is better than pre-test. The influences of mathematical thinking capabilities with modified Moore Method of the results learning mathematics basic II Chemistry Education in second semester academic year 2013/2014 is equal to 98,85%. It can be concluded that there is an influence on the mathematical thinking capabilities by applying Modified Moore Method towards the students learning achievement of Basic Mathematic II of Chemistry study program from the FKIP of Universitas Riau in the even semester of 2013/2014 academic year.
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Yanuarto, Wanda Nugroho. "PENINGKATAN KREATIVITAS BELAJAR MATEMATIKA MELALUI PEMBELAJARAN PROBLEM SOLVING." De Fermat : Jurnal Pendidikan Matematika 2, no. 2 (2020): 109–15. http://dx.doi.org/10.36277/defermat.v2i2.54.
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The aim of this research’s are : 1) giving opportunity for asking the material what given by the lecturer, 2) giving the alternative how to solve the problem, 3) giving the stimulus of the student for show and understanding the idea, 4) giving the opportunity for see and find the giving solution of problem and 5) giving the stimulus to take the resk. This research is use the Problem Solving Education for increasing the creativity of study math in Mathematic subject in Muhammadiyah University of Purwokerto. And the result of this research’s are : 1) Reaching the knowledge of understanding the material of mathematic, 2) have the skill of show their suggestion and respecting some suggestion of their friends, 3) have the knowledge to see and problem solving to do the exercise of mathematic, 4) have the ability of showing their suggestion, and 5) have the ability to take a resk and improving their ability for solving some problems in mathematic it self.
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Purwati, Ratna. "Potensi Pengembangan Komunikasi Matematis Siswa Sekolah Dasar Melalui Pendekatan Realistic Mathematic Education." EduBase : Journal of Basic Education 1, no. 2 (2020): 1. http://dx.doi.org/10.47453/edubase.v1i2.168.
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Elementary school students' mathematical communication is still low, this can be seen from the inability of students to apply the knowledge they have acquired at school to solve problems in real life. The TIMSS report states that the ability of Indonesian students in mathematics communication is far below that of other countries. For example, for math problems involving mathematical communication skills, only 5% of Indonesian students were successful and far below countries such as Singapore, Korea and Taiwan, which reached more than 50%. This condition is probably influenced by the method of learning mathematics in elementary schools today, which mostly tends to emphasize the cultivation of procedural skills alone, is not contextual and does not equip students to be able to apply these concepts in solving math problems in life. Realistic Mathematic Education (RME) is an approach that has main characteristics, namely linking the mathematics content presented to the real life context, emphasizing the mathematical process, involving students' contributions in constructing conceptual understanding, interactive learning processes, and linking between concepts in mathematics. Students' mathematical communication that must be mastered by students involves oral and written communication. written communication skills are carried out with indicators, namely: the ability to express and illustrate mathematical ideas in the form of mathematical models, namely equations, notations, pictures and graphics, or vice versa. Based on its characteristics, RME has the potential to make a good contribution to communication development. Mathematical elementary school students.
 Abstrak 
 Komunikasi matematis siswa SD masih rendah, hal ini tampak dari kekurangmampuan siswa dalam menerapkan pengetahuan yang diperolehnya di sekolah untuk menyelesaikan masalah dalam kehidupan nyata. Laporan TIMSS menyebutkan bahwa kemampuan siswa Indonesia dalam komunikasi matematika sangat jauh di bawah Negara-negara lain. Sebagai contoh, untuk permasalahan matematika yang menyangkut kemampuan komunikasi matematis, siswa Indonesia yang berhasil benar hanya 5% dan jauh di bawah Negara seperti Singapura, Korea, dan Taiwan yang mencapai lebih dari 50%. Kondisi tersebut kemungkinan dipengaruhi oleh metode pembelajaran matematika di sekolah dasar dewasa ini yang sebagian besar cenderung menekankan pada penanaman keterampilan prosedural semata, tidak kontekstual serta kurang membekali siswa untuk mampu menerapkan konsep tersebut dalam menyelesaikan masalah matematika dalam kehidupan. Realistic Mathematic Education (RME) merupakan pendekatan yang memiliki karakteristik utama yaitu mengaitkan konten matematika yang disampaikan dengan konteks kehidupan nyata, menekankan pada proses matematisasi, melibatkan kontribusi siswa dalam mengkonstruksi pemahaman konsep, proses pembelajaran interaktif, serta mengaitkan antar konsep dalam matematika. Komunikasi matematis siswa yang harus dikuasai siswa melibatkan komunikasi lisan dan tertulis. kemampuan komunikasi secara tertulis dilakukan dengan indikator-indikator yaitu: kemam puan menyatakan dan mengilustrasikan ide matematika ke dalam bentuk model matematika yaitu bentuk persamaan, notasi, gambar dan grafik, atau sebaliknya Berdasarkan karakteristik yang dimilikinya, RME sangat berpotensi memberikan kontribusi yang baik bagi pengembangan komunikasi matematis siswa sekolah dasar.
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Stelmah, Yanina Gennadievna. "Special aspects of academic bachelors’ mathematical training." Samara Journal of Science 5, no. 2 (2016): 185–89. http://dx.doi.org/10.17816/snv20162311.
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The analysis of federal state educational standards of higher education (FSES) allowed to identify the research activity and different kinds of project activities (design and project ones) as one of the basic standards for academic bachelor programmes of various courses. A graduate that has mastered this programme should be ready to meet the professional challenges demanding from him specific knowledge and skills in different fields, including Mathematics and he should obtain them while studying at university. Specific aspects of academic bachelors mathematical training should be taken into consideration in terms of academic activities. In this article we interpret the aspects of academic bachelors mathematical training as the academic activities based on personalizing the academic studies and implying an efficient combination of teaching ready to learn knowledge and the ways of its obtaining while solving the goals corresponding in their structures to the types of professional activities. At the same time we consider the personalizing of the academic studies as the process of projecting their own studies by the students themselves. The carried out analysis of scientific literature, of kinds of professional activity and of Mathematics activities allowed to specify the following features of bachelors mathematical training: Mathematics is a research tool for most sciences and for facing professional challenges; an academic potential is expressed in mindset formation; there is a high level of fundamentalization of mathematic operations while facing future professional goals.
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Callahan, Leroy, Robert F. Nicely, Helen R. Fiber, and Janet C. Bobango. "Research Report: The Cognitive Content of Elementary School Mathematics Textbooks." Arithmetic Teacher 34, no. 2 (1986): 60–61. http://dx.doi.org/10.5951/at.34.2.0060.
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Students' acquisition of higher-order thinking skills has long been a goal of mathematics educators. The National Council of Teachers of Mathematic (1980). in recommending that “problem solving be the focus of school mathematics in the 1980s.” noted that students must learn to “formulate key questions, analyze and conceptualize problems, define the problem and the goal, discover patterns and similarities, seek out appropriate data, experiment, transfer skills and strategies to new situations, and draw on background knowledge to apply mathematics” [emphasis added]. It is imperative that the reource teachers use to teach tho e skill be equal to the challenge of this goal.
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Khairiyyah, Ayuni, Mulyono, and KMS Muhammad Amin Fauzi. "The Learning Effect of Blended Learning Based on Google Class Room and Initial Mathematics on Mathematic Representation and Resilience of Students in the Covid-19 Pandemic." Britain International of Linguistics Arts and Education (BIoLAE) Journal 3, no. 1 (2021): 63–76. http://dx.doi.org/10.33258/biolae.v3i1.410.
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The success of students in taking mathematics lessons also greatly affects the factor of their initial mathematical abilities. Students' initial mathematical abilities are prerequisite abilities that students have before participating in the learning material that will be given. Therefore, students' initial knowledge is indeed an important part of students so that they have good abilities in solving a mathematical problem. (Depdiknas, 2005) states that students' initial knowledge is important for teachers to know before starting with their learning. In addition, students' initial mathematical abilities are also useful as a foothold in the beginning of each student's mathematics so that the teacher will find it easier determine a method or strategy that is suitable for use in the classroom so that the learning that is carried out will be more effective and efficient, (Fatimah, 2016: 13). The results of a preliminary study conducted on class VII teachers of SMPIT Ulil Albab Pematangsiantar shows that teachers have not identified students' initial mathematical abilities as a supporting factor for the success of learning mathematics. The same thing was expressed by (Suprapta, Suharta, & Irawan, 2016: 69) yang stated that most teachers tend to directly explain the subject matter to be discussed without wanting to know the ability of students' prior knowledge. Even though good learning provides opportunities for students to connect initial knowledge with new knowledge on the material being studied, train students' skills and abilities in the classroom.
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Iljazi, Teuta. "PEDAGOGICAL PRACTICE AS A LINK FOR CONNECTING THEORY AND PRACTICE IN TEACHING ELEMENTARY MATHEMATICS." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (2019): 1905–10. http://dx.doi.org/10.35120/kij31061905i.
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Mathematics as a subject has been taught since the early years of the education. Elementary school teachers take great responsibility to teach this difficult, abstract, but sometimes boring subject. Hypothetically privilege of understanding this subject is a certain number of students. Teachers not only need to be a professional of the subject, but at the same time they must be artists also. This requires much work, patience, determination, and much love for children and the profession. Students of the Pedagogy Faculty of University of Tetovo are getting prepared for teaching Mathematics in elementary schoolsfirst in the theoretical part and then in the practical part. Pedagogical practice is realized in elementary schools, observing Mathematic teaching by teachers with experience and realizations of Mathematics classes by students themselves. Mathematical observations enable students to benefit from the experience of other teachers. This observation develops students observation skills, develops communication skills with colleagues of the same profession. Observation also makes it possible for students to observe application in practice of knowledge in the pedagogical content. This research evaluates the impact of Mathematic teaching practice on Pedagogy Faculty students of Tetova University. Questionnaire collects data of 46 students. Results showes that PedagoyFacullty students benefited greatly from participating in Mathematics teaching practice because they were able to build proper confidence and competence in lesson preparation and developed skills and attitude of a teacher during the practice. It was also revealed that teaching practice helps students to learn how to participate in school activities. This study proves (Pearson coefficient) the hypothesis that students’ opinion is not depended by students general success and students’ Mathematics success. According the hypothesis Mathematics teaching practice benefits all students and it should be practiced without hesitation in the subject Didactics of Teaching Mathematics as well as in other subjects where didactic theories are studied.
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Sowder, Judith, and Larry Sowder. "Research into Practice: The Use of Verbal Explanation in Japanese and American Classrooms." Arithmetic Teacher 36, no. 2 (1988): 27–29. http://dx.doi.org/10.5951/at.36.2.0027.
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Mathematics represents a universal system for communicating quantitative ideas, and the Hindu-Arabic ystem of nume ration is used throughout the world. Although the concepts of mathematics are unive rsal, the bel iefs and practices that underlie mathematics instruction are not. In ten year of work comparing Japanese. Chinese, and American e lementary schools. I have repeatedly been impressed that beliefs and prac tices taken for granted by American teachers are not necessarily adhered to by the ir Asian counterpart. In mathematics we should be particularly motivated to examine and reflect on these differences because American children fall far behind A ian students in their knowledge of mathematic.
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Manullang, Martua, and Waminton Rajagukguk. "Some Factors that Affecting the Performance of Mathematics Teachers in Junior High School in Medan." International Education Studies 9, no. 4 (2016): 165. http://dx.doi.org/10.5539/ies.v9n4p165.
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<p class="apa">Some Factor’s That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of surveying the number of respondents as many as 102 teachers of mathematics taken by stratified proportional random sampling. The research found there is a direct influence of organizational knowledge on achievement motivation, decision making, organizational commitment and the performance of math teacher respectively 16.3%, 13.1%, 12.2% and 4.54%. Achievement motivation, decision making, and organizational commitment have directly effects on the performance of mathematics teacher. The magnitude of changes in performance that can directly determine organizational knowledge, achievement motivation, decision-making and organizational commitment respectively are 10.24%, 12.32%, 3.42% and 2.92%. To teachers of mathematics, in order to improve the understanding of the knowledge of the organization, increase achievement motivation through desire superior achievement and improvement of organizational commitment. For heads and school inspectors, need to improve clinical supervision and foster good communication increases the openness and good cooperation with teachers of mathematics, and for the head of the city education field, is expected to give a briefing and training for teachers, race through the efforts competitions drafting paper development learning mathematics.</p>
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Hernández, Rosa Virginia. "Types of Knowledge in Resolution of Problems with Double Integrals, using Mathematic Software." Revista Logos Ciencia & Tecnología 6, no. 3 (2018): 33. http://dx.doi.org/10.22335/rlct.v6i3.670.
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Baroroh, Ummu, Yuliana Tririnika, and Ida Yuliani. "Mathematic Literation Abilities Based on PISA-Like." Journal of Mathematics and Mathematics Education 9, no. 2 (2019): 8. http://dx.doi.org/10.20961/jmme.v9i2.48393.
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<p>Literacy is one of the abilities should be owned by students in prepare competitiveness due to the development of the knowledge and technology in the 21st century. Literacy is a student ability to formulate, application, and interpreted mathematics in various contexts. Mathematics literacy is the one of abilities assessed in the PISA study. The purpose of this research is to determine how the literacy skills of student at SMP 24 Surakarta. The research conducted by descriptive quantitative to seeing the literacy abilities of student. The research was conducted by subtract sample 3 student of IX class and from the result of the test it was found that the literacy skills of student were low. Low literacy skills are due to the inaccuracy of student and a lack of understanding of concept in working on these problems.</p>
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Umar, Fahkrullahi Tama. "Effect Of Cooperative Learning Model Type Think Pair Share On Understanding Concept And Communication Mathematic Student Class X Man Kota Padang." Jurnal Ilmiah Pendidikan Scholastic 2, no. 3 (2018): 35–42. http://dx.doi.org/10.36057/jips.v2i3.139.
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Think pair share (TPS) type of cooperative learning model is a useful teaching strategy to train students to reconstruct their knowledge they have learnt. It gives students time to think, respond and help each other. It has three important phases; think which means thinking problems individually; pair which means discussing and drawing a hypothesis of a problem in pair; and share which means pairs of student share their ideas and the other students respond to their presentation in the class. The population of this research was all students of grade X at MAN Kota Padang. Problems which rise in grade X MAN Kota Padang are students low concept acquisition and mathematics comunication ability in learning mathematic. In order to overcome those problems, it was planned to apply think pair share. Therefore, this research was intended to know the influence of TPS toward the students’ concept acquisition and mathematics comunication ability. This research was quasy experimental. Data analysis used test of t test dan Mann Withney U. Based on analysis data showed that : (1) The students’ concept acquisition and mathematics comunication ability who studied by using TPS better than those who were taught by using conventional learning.(2) The concept acquisiton and mathematics comunication of the high prior knowledge, medium prior knowledge dan the low prior knowledge of student who studied by using TPS better than those who were taught by using conventional learning. Based on the result of the study, the researcher suggest TPS cooperative learning model a considerable teaching model because it has effectively improved students’ concept acquisition and mathematics comunication ability.
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Orozco, Claudia, and Erla M. Morales-Morgado. "Geometric Representations Built with GeoGebra for Improving the Visualization and Reasoning Cognitive Process." Journal of Information Technology Research 10, no. 1 (2017): 39–58. http://dx.doi.org/10.4018/jitr.2017010104.
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It is well known that Mathematical Software can be an appropriate tool to improve the teaching-learning mathematic process. This Software allows the teacher and student to build certain geometric facts and consequently, to visualize them. This makes possible to concretize certain abstract mathematic concepts and facilitate their comprehension. However, some are expensive and some people do not have access to it. This paper presents the use of geometric configurations built with GeoGebra as a tool for teaching the definition of vector and its operations. These are Open Educational Resources (OERs), and they were built under the Open Knowledge scheme, so everyone to have access to them. The goal is to investigate, in this context, the possible implicit effects that these OERs have as a didactic strategy to improve the visualization and reasoning cognitive processes. The results of the tests performed show that, in this case, the use of the proposal favored the learning of the presented concepts.
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LEVCHUK, Olena. "MATHCAD MATHEMATIC MODELING AS A MEANS OF FORMING THE PROFESSIONAL COMPETENCE OF FUTURE ECONOMISTS." "EСONOMY. FINANСES. MANAGEMENT: Topical issues of science and practical activity", no. 5 (45) (May 2019): 73–83. http://dx.doi.org/10.37128/2411-4413-2019-5-8.
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In the context of globalization processes, the professional activity of future economists is characterized by dynamism, complexity and uncertainty of conditions. Informatization and fundamentalization of knowledge provide relevance to such components of professional competence of the future economist as the ability to think analytically, solve predictive tasks using software products, implement economic and mathematical modeling using modern information systems, apply computer data processing technologies to solve economic problems. This provides the importance of mathematical training, as one of the fundamental, which primarily forms the skills of abstract thinking, analysis and synthesis. Thus, a new function of an educational institution arises in the process of providing educational services - the formation of a competence model of professional education of specialists. The article substantiates the expediency of introducing mathematical modeling based on Mathcad in the process of forming professional competence of future economists. The essence of the concepts of "professional competence" and "mathematical competence" of future economists are considered. It is argued that mathematical training is an important component of professional competence. Today, it is the results of mathematical modeling of real processes that generate the most progressive directions of development in science and technology. Therefore, the concept of an economic-mathematical model plays a fundamental role in the training of economists. The formation of professional competence of future economists, anticipating the integration of professional and personal development, should be carried out using mathematical modeling, starting with junior courses. However, despite the fact that the mathematical model of the process or phenomenon being studied in economics is always its generalized abstract reflection, the mathematical apparatus used is usually quite cumbersome. This is a significant obstacle in strengthening the applied orientation of mathematics in the first years. In our opinion, one of the effective ways to eliminate certain contradictions is the introduction of information technologies The purpose of this publication is to substantiate the feasibility of introducing mathematical modeling based on Mathcad in the process of forming professional competence of future economists, to determine the main didactic requirements and explore the impact of technology on the main components of mathematical training: motivational-value, cognitive, operational-activity, communicative. On the basis of what was studied, we concluded that for a specific specialty it is worth highlighting professionally significant topics, questions, concepts of classical sections of mathematics, which have their application in professionally-oriented disciplines. The introduction from the first course of professional-oriented tasks related to the specialty, even at the level of the simplest models, allows you to implement the principle of continuity in learning. Since the new content of mathematical disciplines becomes a reliable base for the study of professionally-oriented, within which more complex models are studied, with the help of which the key problems of the future profession are solved In the process of mathematical training of specialists, we used the universal integrated system Mathcad, which allows you to simply and visually enter the original data, carry out the traditional mathematical description of solutions and get the results of calculations using graphical interpretation. This made it possible to consider the simplest mathematical models and, using a complex mathematical apparatus, to develop universal models and algorithms. The main mathematical models of economic systems that are appropriate to consider in mathematical courses are highlighted. Examples of mathematical modeling based on Mathcad are given. The advantages of introducing mathematical modeling into the process of professional training are demonstrated. On the basis of the study, conclusions were drawn that mathematical modeling based on Mathcad allows to improve the main components of the process of mathematical preparation: - motivational and value (the formation of a sustained interest in the mastery of mathematical knowledge and information technology with a view to their application in professional and research activities); - cognitive (obtaining fundamental knowledge from the classical sections of mathematics and the ability to apply them in the process of mathematical modeling) - operational-activity (self-realization in professional activity by means of mathematical modeling based on the integration of knowledge across professional-oriented and mathematical disciplines using information technologies); - communicative (possession of ways of presenting the results of its activity-communicative (possession of ways of presenting the results of its activities). The study showed that the introduction of mathematical modeling should provide the following didactic requirements: - a fairly correct idea of the teacher about the holistic picture of the future educational and professional activities of the student; - definition of goals and purpose of the introduced new content in the content of mathematical disciplines; - Compliance of the learning task with the ideas of the personal approach (updating the personal functions of specialists, consistency with the problems of practical training in production); - approbation of the skills and skills produced in practice. This allows you to organize student-centric education.
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Joyner, Jeane M. "One Point of View: Supporting Instruction through Assessment." Arithmetic Teacher 41, no. 1 (1993): 4. http://dx.doi.org/10.5951/at.41.1.0004.
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The focus on alternative assessment is an exciting movement in education. In the effort to assess students' knowledge, the emphases on measuring what is valued and in a manner consistent with sound instructional practice are potentially powerful force for improving mathematic.
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Валенсия and Dzhordzh Valensiya. "Data Science: needed competences and applications." Clusters. Research and Development 2, no. 3 (2016): 45–49. http://dx.doi.org/10.12737/24250.
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Data science is an interdisciplinary area used to extract, visualize, analyze and generate knowledge from
 data. The professionals in this area require a combination of mathematic, statistics, IT-competences in order to
 successfully develop data analysis projects where there is a growing demand of data professionals to apply their
 knowledge effectively to diverse areas from business to government, academia and non-profit organizations.
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Harianda, Boni, and Beni Junedi. "Peningkatan kemampuan pemecahan masalah matematis siswa melalui penerapan model pembelajaran missouri mathematic project." Journal of Didactic Mathematics 2, no. 1 (2021): 33–41. http://dx.doi.org/10.34007/jdm.v2i1.616.
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Abstrak. Pemecahan masalah merupakan kemampuan dasar yang seharusnya dimiliki ole siswa. Kemampuan pemecahan masalah matematis berperan dalam menyelesaikan setiap permasalahan baik pelajaran lain maupun permasalahan dalam kehidupan sehari-hari. Melalui kegiatan pemecahan masalah matematis siswa diarahkan dalam membangun pengetahuan matematika, berpikir logis, sistematis dan terukur. Faktanya kemampuan pemecahan masalah matematis siswa masih rendah. Proses pembelajaran yang menitikberatkan pada latihan yang memberikan kesempatan pada siswa dalam mengembangkan kemampuan pemecahan masalah matematis menjadi model perbaikan dalam proses pembelajaran. Model pembelajaran missouri mathematic project merupakan model pembelajaran yang tepat memfasilitasi siswa dalam mengembangkan pemikirannya dalam menyelesaikan soal-soal pemecahan masalah matematis. Untuk itu penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah matematis siswa melalui penerapan model pembelajaran missouri mathematic project. Jenis penelitian merupkan penelitian tindakan kelas (PTK). Subjek penelitian siswa kelas V MIS Al Firdausy Pematang Reba. Teknik pengumpulan data yang digunakan tes kemampuan pemecahan masalah matematis. Teknik analisis data yang digunakan adalah analisis data kuantitatif. Berdasarkan hasil tes kemampuan pemecahan masalah matematis terjadi peningkatan pada setiap siklus dimulai dari tes awal pra tindakan, siklus I dan siklus II. Dapat disimpulkan bahwa terjadi peningkatan kemampuan pemecahan masalah matematis siswa melalui penerapan model pembelajaran missouri mathematic project. Abstract. Problem solving is a basic skill that should be possessed by students. Mathematical problem solving abilities play a role in solving every problem both other subjects and problems in everyday life. Through mathematical problem solving activities students are directed to build mathematical knowledge, think logically, systematically and measurably. The fact is that students' mathematical problem solving abilities are still low. The learning process that focuses on exercises that provide opportunities for students to develop mathematical problem solving skills to become a model for improvement in the learning process. The Missouri Mathematical Project learning model is an appropriate learning model to facilitate students in developing their thinking in solving mathematical problem solving problems. For this reason, this study aims to improve students' mathematical problem solving abilities through the application of the Missouri mathematical learning model. This type of research is a classroom action research (PTK). The research subjects were grade V students of MIS Al Firdausy Pematang Reba. The data collection technique used was a mathematical problem-solving ability test. The data analysis technique used is quantitative data analysis. Based on the results of the test of mathematical problem solving abilities, there was an increase in each cycle starting from the initial pre-action test, cycle I and cycle II. It can be concluded that there is an increase in students' mathematical problem solving abilities through the application of the Missouri mathematical learning model.
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Kocira, Sławomir. "Concepts and Methods of Mathematic Modelling of Plant Growth and Development. Plant Germination -Part I." Agricultural Engineering 22, no. 3 (2018): 11–20. http://dx.doi.org/10.1515/agriceng-2018-0022.
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AbstractContemporary agricultural engineering searches for “safe” methods of raising crop yields, using a combination of knowledge from a number of sciences. Thus, computer modelling of plant growth and development fits this range, because it has become an area of interdisciplinary research. Presentation of knowledge in the form of mathematical computer models is one of paradigms of agricultural production systems based on the scientific and practical knowledge and information. In the scientific activity concerning agricultural engineering research tasks related to mathematical modelling of agrobiological processes have been carried out for many years. Additionally, the use of modern forecasting techniques in agriculture may bring real financial advantages with regard to the fact that based on crop yield prediction estimation of their cultivation profitability is possible. Dynamic and continuous progress of computer and informative technologies creates new opportunities showing thus growth directions of agricultural engineering. Taking this into consideration, it should be emphasised that mathematical modelling constitutes a support for decision processes which take place in agricultural production. This article discusses mathematical models, where the analysed system is described with the use of mathematical formulas. The objective of the paper was to present the current state of knowledge on mathematical methods in describing and predicting seeds germination. Possibilities of their use and new challenges which occur in the description of seeds germination were presented.
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Piñero Charlo, José Carlos, Paula Ortega García, and Sara Román García. "Formative Potential of the Development and Assessment of an Educational Escape Room Designed to Integrate Music-Mathematical Knowledge." Education Sciences 11, no. 3 (2021): 131. http://dx.doi.org/10.3390/educsci11030131.
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In the particular case of Spain, student and teacher difficulties associated with the mathematical discipline have been evidenced in PISA and TEDS-M reports. As we consider that the teachers’ difficulties are connected to the students’ performance, we propose a multi-disciplinary approach to deliver specific didactic/mathematical knowledge to the trainee teachers. Such additional instruction shall be meaningfully connected to the real needs of the schools, so a service-learning approach is proposed here. In the present manuscript, the trainee teachers have co-designed educational escape rooms (in coordination with local schools) with the aim of mobilizing curricular knowledge. The goal of the educational escape rooms is to foster the mathematic-related competencies by establishing meaningful connections to other curricular disciplines (music-related knowledge, in the case of this study). This paper reports on the particular experience developed with a group of students (trainee teachers) while designing their educational escape rooms, focusing on the particular case of a specific student to evidence the formative potential of the procedure. The didactic suitability of the proposed escape room has been analyzed and professional development has also been discussed, showing the mobilization of relevant professional skills and fostering the related music and mathematical didactic competencies by shifting the teaching perspective from an algorithmic point of view to a more “reasoning and designing” strategy. This constitutes an evidence of the formative potential on the co-design of educational escape rooms, when designed in the frame of a service learning approach.
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Zhang, Danhui, Chandra Orrill, and Todd Campbell. "Using the Mixture Rasch Model to Explore Knowledge Resources Students Invoke in Mathematic and Science Assessments." School Science and Mathematics 115, no. 7 (2015): 356–65. http://dx.doi.org/10.1111/ssm.12135.
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Mutmainah, Mutmainah. "Pengembangan Model Pembelajaran Matematika Berbasis Pepro Kreasi Di Madrasah Tsanawiyah." JTP - Jurnal Teknologi Pendidikan 18, no. 1 (2017): 32. http://dx.doi.org/10.21009/jtp1801.4.
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The development of mathematical learning models based on Pepro Kreasi atjunior high boarding school. This study aims to develop instructional mathematics modelsbased on Pepro Kreasi (Knowledge, Processes, Creativity, Activity, and Attitude)that canincrease the competencies, interest, and student learning outcomes. In edition to using lessonmatter book, as well as using assessment instrument.Development of instructional modelsfollowed the Dick & Carey model.this study result the design of instructional, learningresources book that we call Mardhi (mathematics magazine), and the user guide for teacherand student that .Formative test that involved expert testing, one-to-one, small group, andfield test, were carried out and resulted in conceptual, procedural, and physical models forthe development of viable and effective instructional mathematics models to be used in Al-Ishlahuddiny junior boarding high school.Keywords: mathematic instructional, models, lesson matter, assessment instrument, andpepro kreasi.Tujuan penelitian ini menghasilkan model pembelajaran matematika berbasisPepro Kreasi (Pengetahuan, Proses, Kreativitas, Aplikasi, dan Sikap) yang dapat meningkatkankompetensi, minat dan hasil belajar siswa. Selain menggunakan bahan ajar, digunakanjuga instrumen penilaian dalam kegiatan pembelajaran. Metode yang digunakandalam Research and Development adalah model pengembangan Dick & Carey. Hasil penelitianini adalah desain pembelajaran, bahan ajar yang disebut sebagai Mardhi (majalahAr-Riyadhiyat), dan buku panduan penggunaan untuk guru dan siswa. Uji coba formatifberupa uji ahli, uji 0ne-to-one, uji kelompok kecil, dan uji lapangan. Penelitian ini menghasilkanmodel konseptual, prosedural, dan fisikal, yang telah teruji efektivitas, efisiensidan kelayakannya untuk pembelajaran matematika yang digunakan di madrasah TsanawiyahAl-Ishlahuddiny.Kata kunci: pembelajaran matematika, model, bahan ajar, instrumen penilaian, peprokreasi.
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Hidayati Shaliha, Nurul. "STRATEGI MEMBELAJARKAN MATEMATIKA PADA SISWA LAMBAN BELAJAR KELAS VIII INKLUSI DI SMP PGRI 1 SAMPIT." M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika 2, no. 1 (2017): 71–80. http://dx.doi.org/10.31943/mathline.v2i1.36.
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The objectives of this research wereto describe teacher strategy in teaching mathematics from the teacher’s ability in explaining in accordance with conceptual and procedural knowledge of 8th grade students of SMP PGRI 1 Sampit. This research is a qualitative descriptive using a single case study method, in depth study of learning system and mathematics learning in inclusive school.The subject of the research is mathematic teacher and slow learner student of the 8th grade from SMP PGRI 1 Sampit. The data of this research are information about the teacher strategy in learning Mathematics in the inclusive 8th grade.The research results showthe mathematics learning strategy in the inclusive 8th grade of SMP PGRI 1 Sampit observed from the teacher’s ability in explaining the subject in accordance with the delivering explanation indicators which are planning the explanation, clarity of delivering the explanation, the use of examples and illustrations, the use of intonation in delivering the explanation, and giving the feed back to the students. The teacher used Contextual Teaching and Learning (CTL) to teach the concept of mathematics and Discovery Learning methods to teach the procedure of mathematics.
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Chen, Cang, and Hai Sheng Liu. "Comprehensive Evaluation of Low Carbon Economy Based on Rough Set Theory." Applied Mechanics and Materials 602-605 (August 2014): 3494–97. http://dx.doi.org/10.4028/www.scientific.net/amm.602-605.3494.
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Rough Set Theory is a mathematic tool which mainly deals with the uncertain knowledge. In this paper a new comprehensive evaluation model of low carbon economy based on rough set is formed. At last, the results of comprehensive evaluation of low carbon economy of 6 provinces based on this model are obtained which show this method is effective and feasible.
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Arifin, Usman, Ratni Purwasih, and Fifiet Dwi Tresna Santana. "Transfer Iptek Mathematic Realistic Worksheet Berbasis ICT Kepada Guru-Guru SDIT dalam Rangka Meningkatkan Keterampilan Matematis pada Konsep Geometris." JPM (Jurnal Pemberdayaan Masyarakat) 5, no. 1 (2020): 380–87. http://dx.doi.org/10.21067/jpm.v5i1.3548.
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Mathematics is a human activity carried out in daily life both consciously and unconsciously such as measurement (geometry) or arithmetic calculations, but in its implementation there are still many who find it difficult to understand mathematics. The availability of instructional media is one of the factors that is less optimal in class learning. The activity of this community partnership program aims to introduce Information and Communication Technology(ICT) in learning and provide training to design teaching materials using ICT. The methods of implementing community partnership activities are training, the formation of a training team for trainers (TFT) and ICT-based teaching materials. The results of the implementation of these community partnership activities are the activities of the community partnership program by conducting training by transferring knowledge and technology to create learning designs for mathematical realistic worksheets based on ICT to get positive responses from SDIT teachers in one of West Bandung regencies. ICT training for mathematics teachers must be developed so that they are more skilled in using ICT in the learning of mathematics in class and are skilled at making ICT-based learning designs and to make use of them in the revolutionary 4.0 era.
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Aosi, Ghenny. "STEM Based Learning to Create Joyful Investigating Pumpkins for Mathematical Learning on Primary School." INVOTEK: Jurnal Inovasi Vokasional dan Teknologi 19, no. 1 (2019): 113–20. http://dx.doi.org/10.24036/invotek.v19i1.567.
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This article was based on the results of classroom action research of STEM approach in investigating pumpkins at first grade of SDN 02 Aur Kuning Kota Bukittinggi. The students learn to know deeply about pumpkins that easily found in their sorrounding by investigating and combining science, mathematic, enggineering, drawing, and art in their learning process. The subject of this project was the first grader of 02 Aur Kuning elementary school students in Kota Bukittinggi. The methode used classroom action research methode in two cycles with two meeting per each cylce. Indikator of critical thinking that used in this study were basic operations of reasoning and metacognitive knowledge. The results of this research showed that by applying STEM approach in investigating pumpkin improved the learning outcome and students creative thinking in learning science and mathematic at elementary school in Bukittinggi.
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Lueraj, Patcharaporn. "Chutti Classroom: The Experience in reflecting on the Learning of Kathakali Chutti (Makeup) at Kerala Kalamandalam." Psychology and Education Journal 58, no. 1 (2021): 1523–26. http://dx.doi.org/10.17762/pae.v58i1.940.
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The paper is a part of ongoing PhD research. The purpose of this study was to explore the hand on learning of craft practice which were Kathakali chutti (makeup) and costumes making by employing the tacit theory of Harry Collin: relational tacit knowledge, somatic knowledge, and collective knowledge into analysis process and discussion. The data collection was through immersive learning as a deep study by immerse self to practice and to learn with students at Kerala Kalamandalam. The result of exploration indicated that while the learning of younger students may be through emulation and repetition, the practitioner's knowledge is gained through self-conscious means of logical thinking and mathematic approximation, gaining the somatic tacit knowledge that the teacher has. Also, collective tacit knowledge is relevant, because during interacting with cultural background and society, it is very different from the practitioner's previous experience, and yet through the immersive experience, the practitioner is able to gain the knowledge and skills not otherwise available to an outsider
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XIE, FEI, PHILLIP C. Y. SHEU, ARTHUR LANDER, and VITTORIO CRISTINI. "SEMANTIC ANALYSIS AND SYNTHESIS OF COMPLEX BIOLOGICAL SYSTEMS." International Journal of Software Engineering and Knowledge Engineering 15, no. 03 (2005): 547–69. http://dx.doi.org/10.1142/s0218194005002415.
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In general biologists are not accustomed to formulating biological problems in the precise mathematical terms that are required to solve the problems analytically or numerically. Although many computational tools for systems biology have been developed recently, our observations indicate that many of these tools are powerful only in the hands of those who know a lot about how to use them. For most biologists, the tools have a protracted learning curve and unfriendly user interface that often diminish their likelihood of being used. Our long-term goal is to build a knowledge system that allows biologists to synthesize complex biological systems via natural language interactions, and the system is able to generate the corresponding mathematical descriptions so that the often cumbersome communication process between biologists and mathematicians/engineers in formulating complex biological problems in mathematic terms can be performed more easily. To focus, the first goal in this research is to build a knowledge system prototype that focuses on transport related biological problems that occur from the cellular to tissue level. We address specifically two inter-related problems: (1) Provision of an intelligent system that is capable of automatically synthesizing smaller components into more complex systems; Provision of a user-friendly and natural language interface.
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Restiana, Nena, and Heni Pujiastuti. "Pengukuran Technological Pedagogical Content Knowledge untuk Guru Matematika SMA di Daerah Tertinggal." Mosharafa: Jurnal Pendidikan Matematika 8, no. 1 (2019): 83–94. http://dx.doi.org/10.31980/mosharafa.v8i1.407.
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AbstrakTeknologi informasi dan komunikasi (TIK) telah berkembang begitu pesat dalam satu dekade terakhir ini. Perkembangan tersebut mengakibatkan banyak perubahan hampir di segala bidang, tak terkecuali bidang pendidikan. Pemanfaatan TIK dalam bidang pendidikan, salah satunya dibutuhkan sebagai upaya efisiensi dan efektifitas proses pembelajaran. Akan tetapi, ada banyak hambatan yang dihadapi dalam penerapannya, diantaranya kurangnya pemahaman guru terhadap teknologi. Penelitian ini berupaya mendeskripsikan pemahaman guru tersebut, ditinjau dari kerangka kerja TPACK (Technological, Pedagogical and Content Knowledge). Penelitian ini dilakukan terhadap 24 guru matematika SMA di daerah tertinggal di propinsi Banten. Penelitian ini menggunakan pendekatan deskriptif kuantitatif. Pengaruh usia, jenis kelamin, dan lama mengajar guru terhadap konstruksi TPACK dianalisis menggunakan analysis of variance (ANOVA). Hasil penelitian ini menunjukkan bahwa: 1) Di antara komponen TPACK, hanya TK (Technological Knowledge) dan TCK (Technological Content Knowledge) yang berkorelasi signifikan terhadap pengetahuan TPACK guru; 2) Persepsi guru terhadap TPACK dipengaruhi secara signifikan oleh faktor usia, sedangkan jenis kelamin dan lama mengajar guru tidak berpengaruh signifikan. Measuring Technological Pedagogical Content Knowledge for Mathematic Teacher at Senior High School in Underdeveloped RegionAbstractInformation and Communication Technology (ICT) has growth for the last decade. Consequently, it influences on all areas include education. Education needs ICT to make learning process more effective and dynamic. However, there are many barriers to implement of ICT. One of barriers is about teachers’ perception on ICT. This research describes teachers’ perception on ICT teachers using TPACK framework. This research conducted at senior high school mathematics teachers in underdeveloped region of Banten. Furthermore, the relative impact of age, gender, duration of teaching on the TPACK is analysed using analysis of variance (ANOVA). The results of this research are: among the TPACK component, only TK (Technological Knowledge) and TCK (technological content knowledge) were significant correlation with teacher’s TPACK perception; 2) variable of age is significant influenced on teachers’ TPACK perceptions, while the gender and duration of teaching are not significant.
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Puspitaningsih, Flora. "PENGARUH EFIKASI DIRI DAN PENGETAHUAN KEWIRAUSAHAAN TERHADAP MINAT BERWIRAUSAHA MELALUI MOTIVASI." JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN 2, no. 2 (2017): 223. http://dx.doi.org/10.26740/jepk.v2n2.p223-235.
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The objective of this study is to analyze the effect of self efficacyand entreprenuership knowledge on entreprenuer willing throught motivation. The population of this study are student of STKIP PGRI Tulungagung in Civies Education Program, Mathematic department and economic department that consist of 619 student. Then the sample taken are 243 student. Open and closed question are used as collecting data technique Structural Equation Modelling (SEM) is used as a method of data analysis. And use problabing sample method. The finding shows that: 1) self efficacy is not significantly effect on student motivation, 2) self efficacy effect significantly on student willing, 3) entreprenuership knowledge effect significantly on student motivation, 4) entreprenuership knowledge is not significantly effect on student entreprenuer willing, 5) motivation effect on student entreprenuer willing, 6) motivation do not fuction as mediation variable on the effect of self efficacy and entreprenuership knowledge on student willing of entreprenuer
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Tambovtsev, Vitaliy. "Models and Stories in Economics." Moscow University Economics Bulletin 2017, no. 1 (2017): 3–21. http://dx.doi.org/10.38050/01300105201711.
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The paper is devoted to critical analysis of economic methodology movement equating models and metaphors, without making any difference between mathematic models and verbal descriptions (“stories”). The author characterizes some approaches to models’ methodological treatment in economics; describes models’ features permitting to obtain new knowledge and, finally, validates the lack of these features in most verbal descriptions of economic processes. The analysis shows that models and verbal stories have essentially different cognitive potential for economics’ development.