Relevant bibliographies by topics / Mathematics Communication Ability

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Mathematics Communication Ability'

Author: Grafiati
Published: 3 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Mathematics Communication Ability"

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Dewi, N. R., N. R. Kamila, Mashuri, and K. Wijayanti. "Mathematical communication ability in knisley mathematics learning model." Journal of Physics: Conference Series 1567 (June 2020): 032002. http://dx.doi.org/10.1088/1742-6596/1567/3/032002.

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Tupamahu, Pieter Zakarias, Tanwey Gerson Ratumanan, and Christina Laamena. "Students’ Mathematical Representation and Communication Ability in Mathematics Problem Solving." Jurnal Didaktik Matematika 10, no. 1 (2023): 111–30. http://dx.doi.org/10.24815/jdm.v10i1.29376.

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In learning mathematics, representation and communication ability are required by students to solve problems. The ability to represent is crucial for students to simplify the learning process, while students who have good mathematical communication abilities can easily solve a problem. This study applied a sequential mixed methods approach. Quantitative data was obtained from the results of the written test, then the ability of mathematical representation and communication in solving problems on linear program material was analyzed qualitatively. The participants of this study were 59 students from one of the senior high schools in Ambon, Indonesia. The research phase was begun with students being asked to solve mathematics problems and then researchers analyze representation and written communication ability. The largest percentage of students' results on the test was in the very low category of mathematical representation and communication ability. The results showed that students who had good representation and communication abilities would be able to solve problems. There were significant correlations and a very strong correlation between mathematical representation and communication ability with a Pearson Correlation coefficient of 0.915. After obtaining the test result, subjects were selected based on the category of ability to conduct interviews. Based on the results of the interview, the mathematical representation ability that the subject uses well will directly involve mathematical communication skills well, and vice versa.
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Sugianto, Rahmad, Yus Mochamad Cholily, Rani Darmayanti, Kamilia Rahmah, and Niswatun Hasanah. "Development of Rainbow Mathematics Card in TGT Learning For Increasing Mathematics Communication Ability." Kreano, Jurnal Matematika Kreatif-Inovatif 13, no. 2 (2022): 221–33. http://dx.doi.org/10.15294/kreano.v13i2.38068.

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Mathematics communication, which includes writing, drawing, and expressing mathematics, is essential in learning mathematics. The teacher needs to design learning to develop the ability to communicate mathematically. Questions presented in the Rainbow Mathematics Card (RMC) allow participants to be educated to convey the ideas and concepts that become part of developing mathematics communication ability. The study aims to make mathematics communication ability TGT learning with RMC. A type study is a mixed method that is designed and experimented with in subjects research. Data was obtained through test mathematics ability communication before and after learning using a paired t-test. The results showed an enhanced mathematics communication ability through the TGT learning model with RMC.Komunikasi matematika yang meliputi menulis, menggambar, dan mengekspresikan matematika, sangat penting dalam pembelajaran matematika. Guru perlu merancang pembelajaran untuk mengembangkan kemampuan berkomunikasi matematis. Soal-soal yang disajikan dalam Rainbow Mathematic Card (RMC) memungkinkan peserta dididik untuk menyampaikan ide dan konsep yang menjadi bagian dari pengembangan kemampuan komunikasi matematika. Tujuan penelitian ini untuk tes peningkatan kemampuan matematis melalui pembelajaran TGT dengan RMC. Jenis studi adalah metode campuran yang kemudian dikembangkan dan dieksperimentasikan ke subjek penelitian. Data diperoleh melalui tes kemampuan komunikasi matematis sebelum dan sesudah pembelajaran menggunakan uji t berpasangan. Hasil penelitian menunjukkan peningkatan kemampuan komunikasi matematis melalui pembelajaran TGT dengan RMC.
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Purwanto, Joko, Cahya Setyautami, Gunawan Gunawan, Nuhyal Ulia, and Jaka Wijaya Kusuma. "DESCRIPTION OF STUDENT'S MATHEMATIC COMMUNICATION ABILITY REVIEWING FROM PERCEPTION OF MATHEMATICS." International Journal of Economy, Education and Entrepreneurship (IJE3) 2, no. 3 (2022): 806–13. http://dx.doi.org/10.53067/ije3.v2i3.119.

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This study aims to describe the mathematical communication skills of class VII students in terms of students' perceptions of mathematics in class VII statistics material. The data sources of this research were students of class VII C of SMP Negeri 1 Sumbang. Respondents in this study were taken by purposive sampling method. Students are categorized into three categories, namely high, medium, and low perceptions of mathematics. The method used for data collection in this study was a questionnaire on students' perceptions of mathematics, mathematical communication skills tests, and interviews. Based on the results of research that has been done, it can be concluded that students who have a good perception of mathematics are able to meet the three indicators of mathematical communication skills, students who have an ordinary perception of mathematics are quite capable of meeting the three indicators of mathematical communication skills and students who have poor perceptions towards mathematics tend not to be able to meet the indicators of mathematical communication skills
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Trisnawati, Trisnawati, Rani Pratiwi, and Winia Waziana. "The effect of realistic mathematics education on student's mathematical communication ability." Malikussaleh Journal of Mathematics Learning (MJML) 1, no. 1 (2018): 31. http://dx.doi.org/10.29103/mjml.v1i1.741.

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This study aims to obtain a description of the application of Realistic Mathematic Education (RME) that can improve students' mathematical communication ability. The type of research used is a classroom action research that refers to the design of Kemmis and Mc.Taggart research they are planning, action, observation, and reflection. The results showed that Implementation of mathematics learning with Realistic Mathematics Education (RME) approach that can improve mathematical communication ability is a mathematics learning that has been done in accordance with RME characteristics, That is: use of real context (teacher presents a contextual problem and ask the student to understand the given problem). use of mathematical models (the students modeling by using props to solve problem), use of student production and construction in learning (the teacher gives opportunity to all students to solve the problem, and invite students to deliver the answer), existence of interaction (interaction occurs between teacher and students, and between student one with another), and the existence of integration (combines one unit of mathematics with other units also have integrated with other scientific fields).
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Yanti, Helmi, Zaenuri Zaenuri, and Walid Walid. "KEMAMPUAN KOMUNIKASI MATEMATIS SISWA PADA MATERI RELASI DAN FUNGSI DI PONDOK PESANTREN ANSHOR AL SUNNAH." Jurnal Kajian Pembelajaran Matematika 5, no. 1 (2021): 42. http://dx.doi.org/10.17977/um076v5i12021p42-53.

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Research purposes for describing student ability communication. Research population is purposive grade VIII Anshor Al Sunnah boarding school in academic year 2020/2021. Research sample is student grade VIII A at boarding school Anshor Al Sunnah. Research aminstrument is mathematics communication ability. The data analysis in descriptive. Research findings total is 37.5 percent student able to use terminology, mathematics notation in view of relationship within model and situation even organize a question story. Then, total 62.5 percent student able to express mathematic ideas in oral and written and demonstrating for viewing at visual total 40 percent and 22.5 percent student able to understand, interpretation and good evaluation mathematic idea within oral and written, even though in visual, percentage ability mathematic communication is 40.6 percent with Low category.
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Istikomah, Endang, Zetriuslita Zetriuslita, and Nofriandi Nofriandi. "Improving Students' Mathematics Communication Ability Through Geogebra." Pedagogia : Jurnal Pendidikan 10, no. 2 (2021): 113–26. http://dx.doi.org/10.21070/pedagogia.v10i2.1266.

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Student’s mathematical communication skills are low. Geogebra is a dynamic program with a variety of facilities that can be used as a medium of mathematics learning to visualize mathematical concepts and help to construct mathematical concepts. The purpose of this study was to determine the improvement of students’ matematical communication skills thorugh Geogebra. The research method use is quasi experiment. The sample used in this study was the second semester students of TA. 2018/2019. The reserach involved an experimental group and control group. The results showed that the value of sig. of 0,000 . The conclusion obtained is that the mathematical communication skills of student in the experimental class are better than increasing the mathematical communication skills of students in the control class.
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Kurniawati, Risky, and Raekha Azka. "Development of Mathematics E-Comic to Facilitate the Mathematical Communication Ability." Hipotenusa : Journal of Mathematical Society 4, no. 2 (2022): 165–84. http://dx.doi.org/10.18326/hipotenusa.v4i2.7501.

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This study aims to develop a valid mathematics e-comic learning media for class VIII students on statistical material. The design of the e-comic mathematics learning media development using the PPE stage includes planning (planning), production (production), and evaluation (evaluation). The criteria for achieving quality are carried out by testing so that they are declared valid by experts. The results showed that the e-comic learning media for class VIII students on statistics material for class VIII students on statistics material met the valid criteria. Product validity was obtained based on the assessment of experts which showed that the quality of the learning media was included in the very good category with an average score of 3.65 by the material expert validator, and was included in the very good category with an average score of 3.75 by the media expert validator. Based on the results of the assessment, it can be concluded that the e-comic learning media for class VIII students on statistical material is valid.
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Rahman, Arief Aulia, Dian Kristanti, Andy Sapta, et al. "Improve The Students’ Mathematics Communication Ability Using Realistic Mathematics Education." Journal of Physics: Conference Series 1114 (November 2018): 012112. http://dx.doi.org/10.1088/1742-6596/1114/1/012112.

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Azmi, Syahrul, Baidowi Baidowi, Nurul Hikmah, Ratna Yulis Tyaningsih, and Eka Kurniawan. "Analysis of students' mathematics communication ability based on cognitive styles and mathematical knowledge." Jurnal Pijar Mipa 17, no. 2 (2022): 231–38. http://dx.doi.org/10.29303/jpm.v17i2.3384.

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This study aims to describe the mathematical communication skills of mathematics education students based on their cognitive styles and mathematical knowledge. This research is a qualitative approach. Data were collected by giving the MFFT test to the students to measure their cognitive styles and essay tests for determining their mathematical communication skills. Data were analyzed by comparing the scores of cognitive styles, mathematical communication, and their mathematical performances. The result shows that students with reflective cognitive styles perform better on mathematical communication than impulsive cognitive styles. Moreover, their mathematical knowledge significantly affects their abilities in solving mathematical communication tests.
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Dissertations / Theses on the topic "Mathematics Communication Ability"

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Åhman, Cecilia. "Läraren och den matematiska kommunikationen : Hur lärare tolkar och arbetar med matematisk kommunikation i årskurs Fk-3." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36895.

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The Swedish curriculum points out mathematical communication as one of the importantabilities that students need to develop. Previous studies show that students have not been given the right conditions to develop this ability sufficiently. The purpose of this study is to investigate how some Swedish teachers interpret mathematical communication and how the work with this takes place in their classrooms. The investigation consists of qualitative interviews with six teachers in the grades of Fk-3. The interviews have been focused around the teacher's interpretation regarding mathematical communication, how this is reflected in their work in the classroom and also if they see any advantages or difficulties in working with mathematical communication with their pupils. The result of the study shows that the teachers are well aware of the importance of communication and they have a will and an intention to let the pupils communicate mathematically. Mathematical communication is emphasized mainly as important for the pupil's learning and understanding. A difficulty some of the teachers mention is that communication needs time and there is a risk that pupils possibility to develop communicative abilities are limited and do not get the focus the teacher actually think is needed.<br>Matematisk kommunikation framhålls som en viktig förmåga i våra styrdokument samtidigtsom granskningar har visat att eleverna inte alltid har givits tillräckliga möjligheter attutveckla denna förmåga. Syftet med detta arbete är att, utifrån en fenomenologisk ansats, undersöka hur några lärare tolkar och arbetar med matematisk kommunikation i årskurserna Fk-3. För att uppnå detta har kvalitativa intervjuer genomförts med sex yrkesverksammalärare som arbetar inom årskurserna Fk-3. Intervjuerna har berört lärarnas syn på matematisk kommunikation, hur detta tar sig i uttryck i deras klassrum, samt vilka möjligheter och svårigheter lärarna ser med att arbeta med matematisk kommunikation med eleverna. Resultatet visar att de intervjuade lärarna är väl medvetna om vikten av kommunikation inom matematik och att de har en vilja och avsikt att låta eleverna arbeta tillsammans inom matematiken. Den matematiska kommunikationen ses framförallt som viktig för elevernas förståelse och lärande. En svårighet några av lärarna upplever är att kommunikation kräver tid och några uttrycker att det, då det är många delar som ska hinnas med, finns en risk att elevernas möjlighet till kommunikation begränsas.
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Linsten, Linda. "Lärares arbetssätt i träning av elevers matematiska resonemang." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32936.

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The ability to apply and follow mathematical reasoning is an ability students should develop according to Curriculum for the compulsory school, preeschool class and the leisure- time centre 2011. The purpose of this survey was to find out how teachers in compulsory school and preeschool class work with the ability to apply and follow mathematical reasoning. I was also interested in investigating if participation in continuing professional development in mathematics influence the teachers way of working with the students. The survey consisted of six qualitative interviewees in which three of the interviewees were part of continuing professional development in didactics for teachers educating mathematics. The result showed that all interviewees consider that it is importent to communicate mathematics, both between students as well as between teachers and students. The teachers included in continuing professinonal development showed a clear consciousness in their work to reason and follow mathematical reasoning. However, among some interviewees the consiousness appeared to come from their experience and which reflects their way of working. The student's age and how far they have developed their language also appeared to be significance to how capable they are of reasoning. The teachers analyze the ability to apply and follow mathematical reasoning, it's meaning and usage, differently.
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Moodley, Savathrie. "Maths anxiety and communication apprehension as barriers to learning mathematics." Thesis, 2011. http://hdl.handle.net/10413/5807.

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As learners progress through the educational system their interest in mathematics diminishes. Although mathematics is designed to challenge learners, it has produced a high number of failures. Mathematics is most often measured by speed and accuracy of learners’ computation with little emphasis on problem solving and pattern finding. Whilst there are not many opportunities for learners to work on rich mathematical tasks that require divergent thinking as well. Such an approach limits the use of creativity in the classroom and reduces mathematics to a set of skills to master and rules to memorise. In doing so, causes many learners to become anxious and apprehensive. Thus their curiosity and enthusiasm for mathematics disappear, as they get older. Keeping learners interested and engaged in mathematics by recognising and valuing their mathematical creativity may reverse this negative tendency. 97 learners from Riverview High School took part in the study. Three different instruments were used to collect data: Mathematics Anxiety Scale (MAS), Personal Report of Communication Apprehension (PRCA-24) and a focus group interview. The MAS questionnaire was used to measure the level of mathematics anxiety experienced by the learners. The PRCA-24 questionnaire is a self-report measure of communication apprehension. The underlying factors were established that were influential in determining the levels of maths anxiety and communication apprehension in individual learners. The results of the study suggest that learner’ ability and attitude played an important role that would lead to the large failure rate in mathematics. Analysis and interpretation of the findings lead to the following conclusions being reached: (a) perceptions of mathematics as being a difficult subject (b) learners negative attitude in mathematics (c) fear for the subject, (d) learners self-efficacy beliefs in mathematics, (e) peer behaviour and (f) teacher behaviour. The research study findings suggest that learner’ ability and attitude played an important role. These attitudes contribute directly to the existence of maths anxiety and communication apprehension in learners which impacts on their academic performance. The results of the study suggest that learners experience varying levels of maths anxiety and communication apprehension that impacts on their performance in Mathematics, which are barriers to learning mathematics.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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MEI, HO HSIN, and 何欣玫. "A Study of the Ability of Mathematics Communication on Factor and Multiple Problems for Sixth Grade Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/54607291121642968659.

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碩士<br>臺中師範學院<br>教育測驗統計研究所<br>92<br>The purpose of this study was to design the testing tools of mathematics communication on factor and multiple problems. By this assessment, the researcher wanted to realize the pupils’ ability of mathematics communication on factor and multiple problems. The sample, totally 342 valid sample points, was from elementary schools of Taichung county, Taichung city and Hualien county in Taiwan. According to the data analysis, there were some results as follows: 1. There are three levels of mathematics communication. They are “expressing one’s own concepts”, “comprehending thinking of others” and “evaluating thinking of others”. The ability of mathematics communication on factor problems is better than that of multiple problems. It is also found that “expressing one’s own concepts” and “comprehending thinking of others” is better than “evaluating thinking of others”. 2. As to “expressing one’s own concepts”, the performance of “factor problems” is better than that of “common factor problems” and “multiple problems”. The performance of “multiple problems” is better than that of “common multiple problems”. The performance of “the symbolic representation” is better than that of “realizing the meaning of problems”. The performance of “problem-solving” is better than that of “expressing”. As to “comprehending thinking of others”, there are four procedures and they are “the judgment on correction”, “transforming of problems”, “accepting others’ expression” and “querying and discriminating”. As to “evaluating thinking of others”, the performance of “factor problems” is better than that of “common factor problems”, “multiple problems” and “common multiple problems”. The performance of “common factor problems” is better than that of “common multiple problems”. The performance of “identification” is better than that of “clarifying and addition” and the “estimation”. 3. As to the types of mathematics communication, there are four kinds. They are “interior-expressing”, “exterior- comprehending”, “overall-excellence” and “multiply-obstacle”. The “multiply-obstacle” is the highest of percentage and the “overall-excellence” is the least of percentage. 4. According to the analysis of the misconception of communication on factor and multiple problems, it contains the misconception of language, the wrong cognition, the fault of tactics and the fault of individual attitude. Finally, according to the results of this research, some suggestions for teaching, practical assessment and future research were recommended by the researcher.
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李清韻. "A Study of the Relationship between Ability of Mathematics Communication and Meta-cognition for Sixth Grade Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/28215349409857030286.

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碩士<br>臺中師範學院<br>數學教育學系在職進修教學碩士學位班<br>91<br>The purpose of this study was to design the testing tools of mathematics communication. By this assessment, the researcher wanted to realize the ability of mathematics communication and meta-cognition of sixth grade pupils. The sample, totally 378 valid sample points, was from elementary schools of Taichung county and Taichung city in Taiwan. There were three kinds of ability, which were defined by the researcher, for mathematics communication. As for the task-takers, the researcher analyzed their mathematics communication ability, mathematics communication styles, meta-cognition, and error patterns. According to the data analysis of this study. There were some results as follows: 1. The assessment was well-designed in term of difficulty, discrimination, reliability and validity. 2.The performance of task-takers on “expressing one’s own mathematics concepts or thinking” is better than “realizing others’ mathematics formulas and thinking”. 3.Generally speaking, the task-takers performed better on “realizing the meaning of problems”, “problem-solving”, “the judgement on correction”, and “ transforming of problems”. On the contrary, “expressing”, “accepting others’ expression”, and “querying and discriminating” were worse. 4. The most common communication style was “successfully realizing and solving problems and judging on correct”, “ but unsucessfully expressing one’s own mathematics concepts or thinking completely and querying and discriminating others’ problems”. 5. Most of the task-takers can’t explain their procedure of problem-solving and query others’ procedure completely. It showed the ability of mathematics communication needed to reinforce. 6.There was high level of correlation between mathematics communication and meta-cognition. The higher the mathematics communication was, the better the performance on meta-cognition was. This study can provide the model of mathematics communication assessment. For elementary school teachers, they could use this model to realize pupils’ procedure of problem-solving and thinking, to diagnose the pupils’ learning achievements. Finally, some suggestions about teaching, empirical assessment, and future study were recommended by the researcher.
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Huang, Ying-Yen, and 黃瀅晏. "Activity and System Design of Computer Supported Peer Tutoring for Enhancing Mathematics Communication Ability of Elementary Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/00629382572228773330.

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碩士<br>國立中央大學<br>網路學習科技研究所<br>100<br>Mathematical communication ability help students to reflect and clarify mathematical concepts can enhance learners’ mathematical understanding and expression, to promote mathematical learning performance and problem solving skills. Mathematical communication ability has become one of the important indicators to evaluate students’ mathematical ability. However, most of the math courses in elementary school rarely focus on culturing students’ mathematical communication ability, still learning based on an achievement-oriented way. In addition, each student may not have the opportunity to express their own ideas in the traditional teaching environment, even easy to be ignored. Previous researches have showed that peer tutoring could promote communication between learners contribute to the knowledge understanding, also enhance the learning performances. Therefore, in this study, peer tutoring used as the main axis of research activities design, and also develop a system to support peer tutoring for enhancing mathematical communication ability of elementary students. Students prepare their own teaching materials and teach each other through the system, explaining their mathematical problem-solving ideas by using graphics, mathematical formula, literal interpretation, and oral, also use mathematical communication skill test, questionnaires, experiments, and interviews as the data collected. The research result has showed that peer tutoring could enhance students’ mathematical communication ability, and also students with different mathematical communication ability its performance are constantly ascend and gradually close. Besides, students holds a positive attitude towards peer tutoring, believe that peer tutoring can help them to enhance mathematical communication ability.
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Chiou, Wen-Jing, and 邱雯靚. "Applying Open-Ended Questions to Probe the Second Graders’ Ability of Mathematics Communication —Multiplication Unit as the Case." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/35108882339324687477.

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碩士<br>臺北市立教育大學<br>數學資訊教育學系數學資訊教育教學碩士學位班<br>99<br>The purpose of this study was to find out the second graders’ ability of mathematics communication in solving open-ended questions on the multiplication, and to know further that if their answers and explanation have a consistency. The method in this study was qualitative research by using open-ended questions and semi-structured interview. There were six samples of second graders purposive sampling from one elementary school in Taipei city including high, middle, and low achievement children. In each children solving open-ended questions process, recorder and video recording device were used for observing their situation of mathematics communication. Conclusions as the following: 1.Mathematics communication with the subject （1）High-achievement children could grasp meaning of the questions, and solve them opportunely and strategically. （2）Low-achievement children could not understand meaning of the questions and would show false answers. 2.Mathematics communication with the answers （1）High-achievement children could correctly use five the types of representation. They were able to have a consistency between answers and explanation, and they showed the deep structure understanding on multiplication concept. （2）Middle-achievement children could partially use five the types of representation. Although sometimes it might show false answers, but in some way, they were able to have a certain consistency between answers and explanation. （3）Low-achievement children used the calculation representation as answers most commonly and cannot correctly use the five types of representation. They would only show the surface structure understanding or could not understand multiplication concept at all. They could not have a consistency between answers and explanation.
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Willis, Sanchez LoriAnn. "Influence of achievement motivation and prior mathematics achievement on locus of control and mathematics performance as impacted through written instructions." Thesis, 1994. http://hdl.handle.net/10125/9734.

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Lin, Che-Yun, and 林哲筠. "A Longitudinal Study of Mathematical Communication Ability for Intermediate Graders in Elementary School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/53655386720323583229.

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碩士<br>國立臺中教育大學<br>教育測驗統計研究所<br>101<br>The purposes of this study were to design the testing tools of mathematics communication, and to explore the latent growth curve model of middle grade students’ mathematics communication abilities. Further, to analyze the influences on initial state and growth rate of different individual background variables on students’ mathematics communication abilities. 　　The major findings of this research are as following： 1.The overall model fitting indicators of the proposed LGM to the observed data was good. The growth of “expressing one’s own mathematics concepts or thinking”, “judging others’ mathematics formulas”, and “transferring others’ mathematics thinking” skills among the students was in a linear trend. 2.The differences between the urban and rural areas are found to be significantly related to the students’ mathematics communication abilities initial state and growth rate. 3.Residential status, Parents’ education degree, are found to be significantly related to the students’ mathematics communication abilities growth rate. 4.Parents’ birth place are found to be significantly related to the students’ mathematics communication abilities initial state. 5.Math academic achievement found to be significantly related to the students’ mathematics communication abilities initial state.
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Salihu, Folashade Okundaye. "An investigation grade 11 learners errors when solving algebraic word problems in Gauteng, South Africa." Diss., 2017. http://hdl.handle.net/10500/24867.

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South African learners struggle to achieve in both international and national Mathematics assessments. This has inevitably become a serious concern to many South Africans and people in the education arena. An algebraic word problem holds high preference among the topics and determines success in Mathematics, yet it remains a challenge to learners. Previous studies show there is a connection between learners’ low performance in Mathematics and errors they commit. In addition, others relate this low performance to English language inproficiency. This has encouraged the researcher to investigate the errors Grade 11 learners make when they solve algebraic word problems. The researcher used a sequential explanatory mixed approach to investigate Grade 11 learners from Gauteng, South Africa when they solve algebraic word problems. Accordingly, a convenient sampling helped to select three schools, and purposive sampling to choose the learners. In this study, the researcher employed a quantitative analysis by conducting a test named MSWPT with 150 learners. In addition, the researcher used qualitative analyses by conducting the Newman (1977) interview format with 8 learners to find out areas where errors are made and what kind of errors they are. Findings discovered that 90 learners demonstrated unfitness due to poor linguistic proficiency, while the remaining 60 learners fall into three main categories, namely those who benefitted from researcher unpacking of meaning; those who lack transition skills from arithmetic to algebra; and those who lack comprehension and calculation knowledge. Conclusively, the researcher found linguistic, comprehension, semantic and calculation errors. The reasons learners make these errors are due to (i) a lack of sufficient proficiency in English and algebraic terminology (ii) the gap between arithmetic and algebra.<br>Institute for Science and Technology Education (ISTE)<br>M. Sc. (Mathematic Science Education)
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Books on the topic "Mathematics Communication Ability"

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M, Thorndike Robert, Washington (State). Council of Presidents., and Washington (State). State Board for Community College Education., eds. The validity and usefulness of three national standardized tests for measuring the communication, computation, and critical thinking skills of Washington State college sophomores: Technical report. Western Washington University Office of Publications, 1989.

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Achievement, Florida Articulation Coordinating Committee Standing Committee on Student. Student achievement of college-level communication and computation skills in Florida: 1985-86. State of Florida, Dept. of Education, 1986.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. s.n.]., 1986.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. s.n.], 1992.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. s.n, 1993.

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Book chapters on the topic "Mathematics Communication Ability"

1

Huang, Youchu. "Fuzzy Mathematics Method in the Evaluation of Teaching Ability." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27503-6_3.

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Junaidi, Junaidi, Taufiq Taufiq, and Mirunnisa Mirunnisa. "Improving Mathematical Communication and Problem-Solving Ability of Students through Reciprocal Teaching." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-200-2_11.

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Gal, Iddo. "Critical Understanding of Civic Statistics: Engaging with Important Contexts, Texts, and Opinion Questions." In Statistics for Empowerment and Social Engagement. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20748-8_13.

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AbstractThis chapter aims to support teachers and lecturers interested in developing students’ statistical literacy in general and critical understanding of Civic Statistics in particular. The chapter provides practical advice regarding task design and development of activities that encourage critical analysis of statistical texts (such as in the news media or publications of official statistics agencies). Key topics include: analysis of the nature of ‘context knowledge’ and what are ‘meaningful and important’ contexts that are worthy of attention when teaching for understanding of Civic Statistics; ways to bring ‘meaningful and important’ contexts and texts about them (e.g., from newspapers or digital media) into the classroom and to make sure students understand them; ideas about question-posing and designing suitable tasks about these meaningful and important contexts, in particular how to shape ‘opinion questions’ that can elicit students’ critical reading, reflective thinking, and communication of thoughtful opinions; and ideas about the dispositions and habits of mind (e.g., critical stance, ability to ask ‘worry questions’) and skills (e.g., reading comprehension, critical interpretation) we want students to internalized and be able to activate when engaging statistical messages. Based on the guidelines and examples regarding these topics, the chapter discusses implications and recommendations for curriculum design and for teaching and teachers working both at the high-school, college, and adult education contexts, in mathematics education, statistics and data science education, and related STEM disciplines.
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Mariyam, Rika Wahyuni, P. Nindy Citroresmi, et al. "Model Concept Sentence Learning Based on Multiethnic Daycare to Facilitate the Translation Ability Mathematical Representations of Junior High School Students." In Communications in Computer and Information Science. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-34754-2_8.

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Scataglini, Sofia, and Daniele Busciantella-Ricci. "Fab the Knowledge." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_16.

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AbstractThis paper draws a link between what happens in maker spaces and how these processes can be simulated in the mathematical collaborative model (co-model) of the research through collaborative design (co-design) process (RTC). The result is the ability to identify the main variables for simulating the “making” dynamics of the RTC model. This outcome is discussed with an emphasis on the “intangible” role of “making,” alongside the proposed concept of “fab the knowledge.” Speculative thinking is used here to link the innovative and theoretical aspects of design research to their application in and for innovative learning contexts. The RTC co-model can be used to compute, simulate and train a co-design process in intangible spaces, such as fab labs. In these spaces, multiple actors with different skills and backgrounds, who may or may not be experts in design, collaborate on setting a design question and identifying a shared design answer, in a process of RTC. A “network” of neural mechanisms operating and communicating between design experts and non-experts, like a computing system of a biological mechanism, can be used to train and simulate a research answer, thereby “fabricating” knowledge.
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Rahmadani, Elfira, Dian Armanto, Pardomuan Sitompul, Edi Syahputra, and Elmanani Simamora. "Learning mathematics using autograph for review based on students' mathematic communication ability." In The 9th Annual International Seminar on Trends in Science and Science Education (AISTSSE) 2022. Sciendo, 2023. http://dx.doi.org/10.2478/9788367405195-068.

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Ajayi, Kassim Olusanmi, and Abisola O. Lawani. "Speaking Mathematically." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch017.

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In this chapter, we evaluated the role of language and communication in teaching and learning of mathematics. Language of instruction is very crucial to effective education at every level because linguistic difficulties have serious effects on children's ability to think, read and write effectively. Learning mathematics and the language of mathematics is a challenge for all students, but it is more challenging for students who have no opportunity to use academic language outside the school, if better performances of African children are to be expected in tests of intellectual ability the importance of mathematics instruction in a language that is meaningful to the student cannot be over emphasized. Teachers should translate back and forth the ordinary and technical language, embedded in the use of mathematics and also support the development of the multi-semiotic mathematics register through oral language that moves from the everyday to the technical mode. Students should be encouraged to produce extended discourse in mathematics classrooms and engage in discussion about the language through which word problems are constructed and practice with the writing to mathematical concepts in authentic ways.
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Garegae, K. G., and S. S. Moalosi. "Botswana ICT Policy and Curriculum Concerns." In Handbook of Research on Information Communication Technology Policy. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-847-0.ch002.

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This chapter discusses the National ICT Policy (Maitlamo) in Botswana with respect to its ability to facilitate ICT integration in mathematics education. One of the seven components of the policy, the Thuto Net otherwise known as the School Connectivity Programme, facilitates provision of internet services in schools. The chapter therefore attempts to explore potential limitations of the Thuto Net in meeting the needs of ICT integration in the mathematics instruction. The importance of ICT in the teaching and learning of mathematics is outlined. The chapter recommends, among others, training of personnel, formulation of ICT policy in education and research-based subject integration guidelines to facilitate ICT applications in Botswana schools.
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Powell, Elizabeth. "Innovative Instructional Methods Integrating 21st-Century Competencies in Mathematics Education." In Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6967-2.ch013.

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Rich exploratory, visual tasks foster opportunities conversations in math class. Clear mental models build the foundation for deeper conversations and foster a class culture where all voices are heard by providing opportunities to take risks and reflecting on beliefs about student ability. Teachers and students can learn the value of engaging with different perspectives. Reflecting on instruction for teachers and learning for students improves retention and understanding. A teacher's role is as facilitator and modeling behavior and communication. Professional development and frameworks are needed to adopt the competencies effectively. Researchers evaluating efficacy of rich tasks and 21st century competencies must reexamine beliefs about ability, consider the impact of societal barriers on student learning, and focus on how instruction can adapt to be more effective for all learners. More research in all of these areas is needed.
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Shah, Pari. "Non-routine Problem-solving Strategies." In Innovative Teaching Practices, Proceedings of the First International Symposium of The Mathematics Education for the Future Project, The Queen’s College, Oxford University, August 14-18, 2023. WTM-Verlag Münster, 2023. http://dx.doi.org/10.37626/ga9783959872508.0.39.

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Students constantly confront new problems both at school and in their daily lives. Therefore, they need to be flexible beyond knowing and applying various strategies. Because the strategy they use in one problem may not work in another, the ability to switch to another strategy is crucial. The problems with the greatest potential to improve flexibility are non-routine problems since they are challenging and require higher-order thinking skills. Non-routine problems compel students to think creatively and rationally and foster communication skills as students document and explain the strategies to others as well. It also helps them gain confidence as, they soon realise that they can independently determine appropriate strategies and successfully apply them. These problem solving skills are necessary as students these days are used to being told to follow a learned algorithm, which is basically spoon-feeding.
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Conference papers on the topic "Mathematics Communication Ability"

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Anim, Anim, Edy Surya, Edi Syahputra, Syahriani Sirait, Ely Syafitri, and Elfira Rahmadani. "Analysis Of Mathematical Communication Ability In Term Of Students’ Initial Mathematics Ability." In Proceedings of the 8th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2023, 19 September 2023, Medan, North Sumatera Province, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.19-9-2023.2340570.

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Sugianto, St Budi Waluya, and Nuriana Rachmani Dewi. "Student's mathematic communication ability review from student achievement motivation." In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0096134.

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Anggraini, Reri Seprina, and Ahmad Fauzan. "The Influence Of Realistic Mathematics Education (RME) Approach On Students’ Mathematical Communication Ability." In Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icm2e-18.2018.48.

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Dina, Prasetyowati, Kartinah, and Sutrisno. "Dissemination of Mathematics 3-D Textbook to Improve Students Mathematical Communication Ability." In Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icesre-18.2019.50.

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Darto, Budi Waluya, and Walid. "Analysis of students’ mathematical communication ability in analytical geometry course in mathematics learning." In TRANSPORT, ECOLOGY, SUSTAINABLE DEVELOPMENT: EKO VARNA 2023. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0194916.

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Sastri, Lara Yulia, Edwin Musdi, and Hardeli. "Validity of React Model Based Learning Devices to Improve Mathematical Communication Ability." In Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icm2e-18.2018.25.

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Yenti, Isra Nurmai, and Weni Novita Sari. "Mathematical communication ability of senior high school students based on self-concept in geometry topics." In PROCEEDINGS OF THE 6TH INTERNATIONAL CONFERENCE OF MATHEMATICS AND MATHEMATICS EDUCATION, 2022: Innovative Research of Mathematics and Mathematics Education to Face the 4th Industrial Revolution Challenges. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0206689.

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Lestari, Santi Arum Puspita. "Mathematical communication ability in the application of matrices in informatics engineering." In THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0041724.

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Sukoriyanto, Sukoriyanto, and Nurul Badiatul Laili Aprilia. "Written mathematical communication ability of slow learners in solving story problems." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND ITS APPLICATIONS (ICOMATHAPP) 2023: Mathematics and its Applications on Society 5.0: Challenges and Opportunities. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0234512.

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Notika, Metha Husya. "Development Mathematics Teaching-Instrument Learning Using Open-Ended Approach To Improve Mathematics Communication Ability And Independent Learning Student." In Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icm2e-18.2018.42.

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Reports on the topic "Mathematics Communication Ability"

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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