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König, Johannes, Sigrid Blömeke, Armin Jentsch, Lena Schlesinger, Caroline Felske née Nehls, Frank Musekamp, and Gabriele Kaiser. "The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom." Educational Studies in Mathematics 107, no. 1 (January 16, 2021): 189–212. http://dx.doi.org/10.1007/s10649-020-10021-0.
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AbstractIt is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it is still unclear how specific teacher knowledge facets as part of their professional competence contribute to classroom processes and learning outcomes. Focusing on mathematics education at the secondary level, this study investigates the links between teachers’ pedagogical competence (i.e., cognitive pedagogical facets of their professional competence), instructional quality, and students’ mathematics achievement. The sample comprises mathematics teacher and student data from 59 classrooms in Germany. Student mathematics achievement was measured across two time points (grade 7 and 8). Teachers’ pedagogical competence was tested using two tests measuring their general pedagogical knowledge (GPK) and situation-specific classroom management expertise (CME). Instructional quality was measured using observational rating data from in vivo rating in mathematics classrooms. Research questions on the relation of teachers’ competence and students’ mathematics achievement were answered using multilevel models. Results from multilevel regression analyses indicate that both GPK and CME predict instructional quality. Direct statistical effects on students’ mathematical progress were identified, whereas no indirect statistical effects via instructional quality could be identified. Although teachers’ measured pedagogical competence is not subject-specific, it serves as a significant predictor for cognitive activation as an indispensable part of quality-oriented mathematical teaching and learning processes in the lower secondary mathematics classroom, and it contributes to students’ mathematical progress.
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Putri, Anike, Yenita Roza, and Maimunah Maimunah. "Development of Learning Tools with the Discovery Learning Model to Improve the Critical Thinking Ability of Mathematics." Journal of Educational Sciences 4, no. 1 (January 27, 2020): 83. http://dx.doi.org/10.31258/jes.4.1.p.83-92.
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This research was motivated by the still limited learning of mathematics as a means of supporting learning in the 2013 Curriculum. The purpose of this study was to produce some products in the form of learning devices (syllabus, RPP and LKPD) on the material for the flat side building of VIII Middle School with discovery learning models that meet valid, practical, and effective criteria for improving students mathematical critical thinking skills. Learning tools are developed using the 4-D model, which are define, design, develop and assess. The research instrument used was an instrument of validity in the form of a validation sheet to assess the feasibility of the syllabus, RPP and LKPD as well as a practical instrument in the form of a teacher observation sheet activity in applying the discovery learning model and student questionnaire responses to assess the practicality of LKPD. The results of the validation of the experts stated that the product developed reached a valid category with an average rating of 76.67% for syllabus, 76.67% for RPP and 88.04% for LKPD. Learning devices are considered very practical in small group trials with an average response of 96.44% students and large group trials from the observation sheet of teacher activity 93.71% and the average response of students 87.77%. The learning tools have been proved to improve students mathematical critical thinking skills in terms of an average N-gain of 0.53 in the medium category.
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Jacob, C., F. Charras, X. Trosseille, J. Hamon, M. Pajon, and J. Y. Lecoz. "Mathematical models integral rating." International Journal of Crashworthiness 5, no. 4 (January 2000): 417–32. http://dx.doi.org/10.1533/cras.2000.0152.
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Shevchuk, Larysa. "Modeling of continuous professional training of a mathematics teacher using ICT." Professional Education: Methodology, Theory and Technologies, no. 12 (November 24, 2020): 229–47. http://dx.doi.org/10.31470/2415-3729-2020-12-229-247.
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Today, mathematical sciences play a special role in the life of society, because they serve the development of scientific, technological and technological progress, determine the prestige of the country on the world stage. In this context, it is important to continuously prepare future teachers of mathematics for further professional activities, which in accordance with the current needs of the individual, society, state, allows to create conditions for self-expression, self-realization and self-improvement.
The article is devoted to the issue of modeling the continuous professional training of mathematics teachers using ICT.
The research goal is to analyze modern models of future teacher training for the use of innovative tools and methods in their pedagogical activities, to present a structurally component model of continuous professional training of a future mathematics teacher using ICT. The following research methods were used: analysis of psychological and pedagogical literature on the research problem; synthesis and comparison; theoretical modeling.
The results. The main components of the structural model of continuous professional training of future mathematics teachers with the use of information and communication technologies are described. The main features of the new model of student training are identified: focusing on the need for lifelong learning; transformation of the bachelor's degree into the core of the educational system; providing students with a broad aspect of systematically updated master's programs, programs of professional and general cultural training and retraining; in the system of continuing education the key factor is the independent access of students to educational resources and innovative technologies of self-education; quality management of education based on a point-rating system to assess the level of students' mastery of academic disciplines. The directions of increase of efficiency of this process and ways of realization in practice of higher educational institutions of a pedagogical profile are allocated.
Conclusions. It is proved that the semantic component of modeling the continuous professional training of a future mathematics teacher with the use of ICT forms one of the main tasks of teaching mathematics - to establish a connection between a particular course and the relevant school subject. The integration of theoretical and practical training of future mathematics teachers in the system of continuing education contributes to the activation of students' cognitive activity, forming a holistic view of the future profession, creating optimal conditions for gaining solid knowledge and skills at work. The criterion-diagnostic component of the model provides for linear consistency between the monitoring of professional readiness, criteria and levels of its formation.
The model of forming the readiness of future mathematics teachers using ICT for professional activities in the system of continuous training helps to consider the structural elements and stages of preparation of future mathematics teachers for professional activities, the relationship between elements, design content, forms and methods of such training.
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Doerr, Helen M., and Joseph S. Tripp. "Understanding How Students Develop Mathematical Models." Mathematical Thinking and Learning 1, no. 3 (September 1999): 231–54. http://dx.doi.org/10.1207/s15327833mtl0103_3.
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Ramos Cáceres, J. Eladio, Domingo García Quintero, and Guacimara Pérez Cartaya. "MATEMATICAS PARA LA VIDA. SIGUIENDO EL RASTRO DE PISA EN PRIMARIA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (September 18, 2016): 213. http://dx.doi.org/10.17060/ijodaep.2014.n1.v2.433.
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Abstract:MATHS FOR LIFE. FOLLOWING THE STEPS OF PISA IN PRIMARY SCHOOLThe assessments on mathematical competence, carried out in the Canary Islands, show the need to rethink how to work maths at school. It is suggested to generate a real change, effective and generalized in the teaching and learning of mathematics through teacher training in teacher centers, to translate what they have learned in new models of active learning with students. At the same time, trained teachers are encouraged to become trainers of other teachers, creating a network of exchange and innovation among teachers. At the end of the experience very positive teacher ratings were received on the interest of the training itself and the degree of transfer to their daily teaching. The main strengths emphasized by the teachers are the applicability of the processes and the methodological change brought to their classrooms. There were also statistically significant improvements in the processes involved in the resolution of problems in the group of students whose teachers participated in the formative action (experimental group), in contrast to a group of students who did not receive this training (control group). There were also significant differences in favour of the experimental group in the academic performance in the area of math. The results confirm that this model of formative action in which something is taught, learned and shared, promotes the meaningful learning, strengthen the key competences involved in solving problems and improve the grades in mathematics. This methodological change favours, on the one hand, the construction of the knowledge on the part of the students, making them authors of their own learning, and on the other, it strengthens the collaborative work among teachers, enriching their educational experiences and improving the educational atmosphere.Keywords: mathematic skills, training activity, problem solving, primary school.Resumen:Las evaluaciones sobre competencias matemáticas, realizadas en Canarias, evidencian la necesidad de replantear cómo trabajar las matemáticas en la Escuela. Se propone generar un cambio real, efectivo y generalizable en la enseñanza y aprendizaje de las matemáticas a través de la formación en centros del profesorado, para traducir lo aprendido en nuevos modelos de enseñanza activa con el alumnado. A su vez, se fomenta que los profesores formados hagan de formadores de otros, creando una red de intercambio e innovación entre docentes. Al finalizar la experiencia, se registraron valoraciones muy positivas del profesorado sobre el interés de la actividad formativa recibida y el grado de transferencia a su docencia diaria. Como principales fortalezas, remarcan la aplicabilidad de los procesos y el cambio metodológico que ha supuesto en sus aulas. Asimismo, se registraron mejoras estadísticamente significativas en los procesos implicados en la resolución de problemas en el grupo de alumnos cuyo profesorado participó en la acción formativa (grupo experimental), en contraste un grupo de alumnos que no recibieron esta formación (grupo control). También se constataron diferencias significativas a favor del grupo experimental en el rendimiento académico en el área de matemáticas. Los resultados confirman que este modelo de acción formativa en el que se enseña, se acompaña, se aprende y se comparte, favorece el aprendizaje significativo, potencia las competencias básicas implicadas en la resolución de problemas y mejora el rendimiento en matemáticas. Este cambio metodológico favorece, por un lado, la construcción del conocimiento por parte del alumnado, haciéndolo autor de su aprendizaje y, por otro, potencia el trabajo colaborativo entre el profesorado, enriqueciendo sus experiencias didácticas y mejorando el clima docente.Palabras clave: competencia matemática, acción formativa, resolución de problemas, educación primaria.
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Hsu, Hsiu-Hui, Chih-Fu Wu, Wei-Jen Cho, and Shih-Bin Wang. "Applying Computer Graphic Design Software in a Computer-Assisted Instruction Teaching Model of Makeup Design." Symmetry 13, no. 4 (April 12, 2021): 654. http://dx.doi.org/10.3390/sym13040654.
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Methods for teaching contemporary makeup design involve drawing on paper, which requires considerable time and is difficult to edit. To change the makeup color, one must redraw their entire makeup design again, which is both inefficient and not environmentally friendly. Furthermore, design drawings are difficult to preserve. However, computer graphic design has not been used in the teaching of makeup design drawing; instead, learners rely on knowledge from professors and the experience they accumulate through practicing drawing on paper. Computer graphic design software allows users to experiment with various color designs, lines, and shading options before finalizing their makeup design. Thus, this study sought to employ such technology to improve upon conventional hand drawing practice techniques. The experiment was divided into a preliminary experiment and main experiment, where a two-stage questionnaire was conducted. In the preliminary experiment, the researchers compared the time required to complete the hand-drawn and computer-drawn makeup designs. The results revealed that the hand-drawn designs required almost double time than computer-drawn designs to complete. Additionally, time-lapse photography was taken during the computer drawing process; the photos were used to explain—to participants in a digital drawing group in the main experiment—the digital drawing makeup design procedures and the required operation time. The first stage of the main experiment comprised a brush selection experiment. The participants, 39 students from a cosmetology department, completed a Likert-scale questionnaire. They also performed item analysis to discuss and select drawing tools from a graphic design software, which met the requirements for makeup design pertaining to the eyebrow, eyeshadow, eyeliner, blush, nose contour, and lips. The software allowed the students to experiment with different colors in their design and immediately displays the results. In the second stage, an experiment on optimizing brush arrangements was performed by 10 experts, all of whom were teachers from the department of cosmetology, had at least 5 years of teaching experience, and had obtained a Level B (advanced level) Beauty Technician Certificate. Data from a Likert-scale questionnaire were analyzed and narrative analysis was conducted to determine the rating and evaluation priorities for standards pertaining to the eyebrows, eyeshadow, eyeliners, blush, nose contour, and lips. The requirement for design symmetry was achieved by using the mirror function of the software. This function was useful: it enabled students to complete their makeup design in approximately half the time. This study transformed the conventional learning method through interdisciplinary integration, established novel and innovative teaching models, and provides crucial insights into future research on improving teaching practice.
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Gordon, Sheldon P., and Florence S. Gordon. "Mathematical Models of Waiting Time." Mathematics Teacher 83, no. 8 (November 1990): 622–27. http://dx.doi.org/10.5951/mt.83.8.0622.
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The old saying goes, “Time and tide wait for no man.” In today's society, an equally apt line might be, “Everyone waits for almost everything.” This widespread experience with waiting lends a marvelous opportunity to develop some very nice mathematics and apply it to problems with which our students can easily identify. In this art icle, we shall consider several mathematical models that can be used to study different waiting situations. The mathematics used involves just simple ideas from probability and mathematical expectation. Some related ideas are given in Mathers (1976). We shall also consider how computer simulations can be introduced to bring an added dimension to these topics. Most important, we shall see how such mathematical ideas furnish an ideal vehicle for involving students in actual individual research projects to collect real-life data, analyze it, and compare the results to predictions based on the mathematical model.
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Chen, Guangyan. "Examining rating criteria used to assess U.S. college students’ Chinese oral performance." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51, no. 3 (December 31, 2016): 286–311. http://dx.doi.org/10.1075/csl.51.3.04che.
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This study empirically examines the rating criteria used to assess U.S. college students’ CSL (Chinese as a Second Language) oral performance by analyzing teachers’ assessment of these performances at different proficiency levels. The researcher videotaped ten speeches, and three ACTFL-trained raters assessed oral performance in these samples. The researcher then selected three samples (Samples 1, 2, and 3) to represent Novice High, Intermediate High, and Advanced Low levels. The researcher developed 20 rating items through interviewing ten experienced CSL teachers and running an Exploratory Factor Analysis (EFA) on teachers’ assessments of speech samples. After that, 104 CSL teachers used these rating items to assess the aforementioned samples. The EFAs of teachers’ assessments led to three corresponding rating criteria models (Models 1, 2, and 3). Both Models 2 and 3 for Samples 2 and 3, respectively, were five-criterion models, consisting of fluency, conceptual understanding, content richness, communication appropriateness, and communication clarity. Model 1 for Sample 1 was a four-criterion model, in which the items in communication appropriateness and content richness showed high correlations, and therefore were merged into one category; the other three criteria remained the same. Comparisons of the three models demonstrated that the criteria were constant. The ANOVAs showed that the proficiency levels of these oral performances differed significantly across all five rating criteria. This study empirically supports CSL teachers’ use of constant rating criteria to assess different levels of oral performance. It also provides Chinese teachers with rating criteria they can use to assess U.S. college students’ CSL oral performance.
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Odom, Jerry, and Michael Shaughnessy. "Personality and Mathematical Achievement." Psychological Reports 65, no. 3_suppl2 (December 1989): 1195–201. http://dx.doi.org/10.2466/pr0.1989.65.3f.1195.
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This paper examines the role of personality factors in academic achievement, specifically achievement in mathematics, using self-concept as a major aspect of personality. A sample of 21 high school students with advanced placement in mathematics were given Cattell's Sixteen Personality Factor Questionnaire (16 PF). A significantly high factor rating appeared on Factor E for the total group. Factor E (high end) is described as dominant, self-assured, assertive, independent, and bold. When the sample was separated by sex, additional factors began to emerge. Factor A (warm, outgoing) showed higher than average in the 13 boys while Factor O (anxious) emanated as higher than average in the 8 girls. Implications for teachers relative to students' personalities are discussed.
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Takaria, Johannis, Wahyudin Wahyudin, Jozua Sabandar, and Jarnawi Afgani Dahlan. "RELATIONSHIP BETWEEN STATISTICAL LITERACY AND MATHEMATICAL REPRESENTATION OF STUDENTS THROUGH COLLABORATIVE PROBLEM SOLVING MODEL." Infinity Journal 9, no. 2 (September 13, 2020): 183. http://dx.doi.org/10.22460/infinity.v9i2.p183-196.
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The purpose of this study was to find out the relationship between statistical literacy and mathematical representation of students as pre-service elementary school teachers through the Collaborative Problem Solving (CPS) model. The relationship between statistical literacy and mathematical representation was analyzed by using a product-moment correlation with a sample of 35 students of Elementary School Teacher Education Study Program at one of the state universities in Ambon City. The results showed that there was a positive and strong relationship between statistical literacy and mathematical representation with a correlation value of 0.66. This relationship means that if students have good mathematical representation abilities, statistical literacy abilities are also getting better. Exploration of statistical literacy and mathematical representation abilities can be facilitated by using The CPS learning model. The CPS learning model can facilitate student learning as a structure in mathematical thinking so that statistical literacy and mathematical representation abilities of students can be explored through the transformation of ideas among students. The CPS learning model aspects were implemented in high and very high categories while the indicators were at rating-2 and rating-3.
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Purwanto, Burhan Eko, Icha Jusmalisa, Indah Permata Sari, Agus Jatmiko, and Andika Eko Pasetiyo. "Learning Models to Improved Mathematical Communication Skills." Desimal: Jurnal Matematika 3, no. 1 (January 23, 2020): 7–16. http://dx.doi.org/10.24042/djm.v3i1.5650.
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The problem faced by students in slow learning is in terms of communication. The use of Auditory, Intellectually, Repetition (AIR) and Cooperative Think Pair Share (TPS) types is needed to help students communicate mathematically in expressing mathematical ideas. This study aims to determine whether or not there are differences in mathematical communication skills of students using the Auditory, Intellectually, Repetition (AIR) learning model with students who use Think Pair Share (TPS) Cooperative learning models. This research uses a quantitative approach using the Quasi Experiment method. The research design is in the form of posttest only, non-equivalent group design. Testing data using the T test with Independent Samples T-Test. Based on the results of hypothesis testing obtained p-value> α 0.05. So it was concluded that there were indications of differences between Auditory, Intellectually, Repetition (AIR) learning models with (TPS) Cooperative learning models and superior (AIR) learning models compared to Cooperative learning models of (TPS) Type in influencing students' mathematical communication skills.
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Shaumiwaty, S., M. A. Lubis, T. Lubis, Dardanila, A. Purba, T. Nasution, Ramlan, and S. Hasrul. "Teacher performance toward students’ mathematical literacy in teaching linear program mathematical models." Journal of Physics: Conference Series 1663 (October 2020): 012066. http://dx.doi.org/10.1088/1742-6596/1663/1/012066.
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Corrêa, Priscila Dias. "The Mathematical Proficiency Promoted by Mathematical Modelling." Journal of Research in Science Mathematics and Technology Education 4, no. 2 (May 15, 2021): 107–31. http://dx.doi.org/10.31756/jrsmte.424.
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This study aims to investigate the mathematical proficiency promoted by mathematical modelling tasks that require students to get involved in the processes of developing mathematical models, instead of just using known or given models. The research methodology is grounded on design-based research, and the classroom design framework is supported by complexity science underpinnings. The research intervention consists of high-school students, from a grade 11 mathematics course, aiming to solve four different modelling tasks in four distinct moments. Data was collected during the intervention from students’ written mathematical work and audio and video recordings, and from recall interviews after the intervention. Data analysis was conducted based on a model of mathematical proficiency and assisted by interpretive diagrams created for this research purpose. This research study offers insight into mathematics teaching by portraying how mathematical modelling tasks can be integrated into mathematics classes to promote students’ mathematical proficiency. The study discusses observed expressions and behaviours in students’ development of mathematical proficiency and suggests a relationship between mathematical modelling processes and the promotion of mathematical proficiency. The study also reveals that students develop mathematical proficiency, even when they do not come to full resolutions of modelling tasks, which emphasizes the relevance of learning processes, and not only of the products of these processes.
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Weida, Nancy C. "Teaching Students to Think of Spreadsheets as Mathematical Models." Journal of Education for Business 66, no. 5 (June 1991): 283–86. http://dx.doi.org/10.1080/08832323.1991.10117486.
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Fitrianna, Aflich Yusnita, Sofie Dinia, Mayasari Mayasari, and Astri Yuliani Nurhafifah. "Mathematical Representation Ability of Senior High School Students: An Evaluation from Students’ Mathematical Disposition." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 3, no. 1 (January 31, 2018): 46. http://dx.doi.org/10.23917/jramathedu.v3i1.5872.
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The purpose of this study is to describe students’ ability in solving mathematical representation problems evaluated from mathematical disposition. The subjects are three students of 10th grade of public senior high school (PSHS) in Padalarang, West Java, Indonesia. They were selected from 35 students with high, medium, and low mathematical disposition ability. The results of the study showed that almost all of the students able to use visual representation to solve mathematical problems, and create mathematical models and solve problems by involving mathematical expressions. In contrast, most of students could not fulfill two indicators of the mathematical representation ability, i.e. creating the sketch of geometric patterns and making the mathematical model based on the situation and data given.
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Edwards, Thomas. "Building Mathematical Models of Simple Harmonic and Damped Motion." Mathematics Teacher 88, no. 1 (January 1995): 18–22. http://dx.doi.org/10.5951/mt.88.1.0018.
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Given the recent public mania over bungee jumping, stimulating students' interest in a model of that situation should be an easy “leap.” Students should investigate the connections among various mathematical representations and their relationships to applications in the real world, asserts the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Mathematical modeling of real-world problems can make such connections more natural for students, the standards document further indicates. Moreover, explorations of periodic real-world phenomena by all students, as well as the modeling of such phenomena by college-intending students, is called for by Standard 9: Trigonometry.
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Raya, Ahmad Kausar, Sofyan M. Soleh, and Heny Wulandari. "Analisis Kemampuan Pemecahan Masalah Matematis : Dampak Model Pembelajaran Superitem Berbantuan Scaffholding." Desimal: Jurnal Matematika 1, no. 3 (September 30, 2018): 363–71. http://dx.doi.org/10.24042/djm.v1i3.3107.
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This study aims to determine the effect of the use of the super-scaled model of scaffolding on students' mathematical problem solving abilities. The sampling technique used was cluster random sampling with 3 classes namely experimental class 1 (the class was treated with scaffolding assisted superememe learning model), experimental class 2 (superitem learning only) and control class (the conventional treatment class). Hypothesis testing used is anava 1 cell path is not the same. The results of the study found that there were differences in students' mathematical problem solving abilities by using learning models of scaffolding assisted supermarkets. Furthermore, the mathematical problem solving ability of students with the super-intensive learning model assisted by scaffholding is the same as the mathematical problem-solving ability of students using superemit learning models. The mathematical problem solving ability of students with superficial learning models assisted by scaffholding is better than the students' mathematical problem-solving abilities using conventional learning models. Furthermore, the mathematical problem solving ability of students with superemit learning models is the same as the mathematical problem solving ability of students using conventional learning models.
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Rodionov, Yu V., and A. D. Nakhman. "Formation of Meta-Subject Skills in Students Using Mathematical Models." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 1(67) (2018): 156–64. http://dx.doi.org/10.17277/voprosy.2018.01.pp.156-164.
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Poladian, Leon. "Engaging life-sciences students with mathematical models: does authenticity help?" International Journal of Mathematical Education in Science and Technology 44, no. 6 (September 2013): 865–76. http://dx.doi.org/10.1080/0020739x.2013.811301.
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DAVIES, P. J., and D. B. DUNCAN. "Mathematical Models in Ecology—a Workshop for Secondary School Students." Teaching Mathematics and its Applications 9, no. 3 (1990): 132–37. http://dx.doi.org/10.1093/teamat/9.3.132.
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Turner, Julianne C., Karen Rossman Styers, and Debra G. Daggs. "Encouraging Mathematical Thinking." Mathematics Teaching in the Middle School 3, no. 1 (September 1997): 66–72. http://dx.doi.org/10.5951/mtms.3.1.0066.
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With these words, the NCTM (1989, 65) portrays a dilemma familiar to many middle-grades teachers. Although many teachers strive to involve their students in active and challenging problem-solving activities, students' past experiences may have instilled preconceptions that mathematics is mechanical, uninteresting, or unattainable. In addition, many teachers lack models and examples of how to design mathematics instruction so that it fosters students' engagement. Because the middle grades are crucial years for developing students' future interest in mathematics, middle-grades teachers must take seriously the challenge of presenting mathematics as an exciting discipline that is relevant and accessible to all students. For the past two year, we have been experimenting with approaches that will inte rest students in challenging mathematics while supporting them in constructing meaning.
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Imayati, Imayati, Kartini Kartini, and Zulkarnain Zulkarnain. "Improving Students Mathematical Understanding by Using Discovery Learning Models for Senior High School Students in Kampar District." Journal of Educational Sciences 4, no. 2 (April 23, 2020): 357. http://dx.doi.org/10.31258/jes.4.2.p.357-367.
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Mathematical understanding is a very important ability possessed by students in solving mathematical problems. The purpose of this study is to find out the improvement in students mathematical understanding using discovery learning models. This research was a quasi-experimental study with a non equivalent control group design. The samples in this study were SMAN 1 Bangkinang, SMAN 1 XIII Koto Kampar and SMAN 2 Koto Kampar Hulu taken by purposive sampling technique. The data analysis technique used was the t test, and the Mann-Whitney U test. The results showed an increase in mathematical understanding of students learning using discovery learning models is better than students learning to use conventional learning models at the top level of school, medium and as a whole, but at the lower level schools have not increased.
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Nur, Fitriani, Andi Halimah, Devina Oktari Yovita, Munawarah M, and Sitti Zuhaerah Thalhah. "Double Loop Poblem Solving Learning Models on The Students' Mathematical Literacy Skills." JIPM (Jurnal Ilmiah Pendidikan Matematika) 8, no. 1 (September 27, 2019): 47. http://dx.doi.org/10.25273/jipm.v8i1.3815.
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<p>This research aims to: (1) find out the differences in mathematical literacy skills of students using the DLPS learning model and those using conventional learning models, (2) find out the differences in students' mathematical literacy skills in terms of verbal skills of students, (3) to find out the interaction of the DLPS learning model in terms of students' verbal skills on mathematical literacy skills of students. The research approach uses a quantitative approach with the type of quasi-experimental research and design of Factorial design 3 x 2. The population in this study is all eighth grade students of MTs Muhammadiyah Kampung Baru with the total is 48 people. The sample in this study is the eight-grade A as a control class while the eight grade B is as an experimental class. The instrument used in this study is a test of students 'mathematical literacy skills in the form of pretest and posttest and questionnaires to measure students' verbal skills. The data analysis technique used are descriptive statistical analysis and inferential statistical analysis. The result shows that: (1) there is a difference between the application of the DLPS learning model and the conventional model on the mathematical literacy skills of students, (2) there is a difference in students' mathematical literacy skill in terms of vebal skill of students, and (3) there is no interaction effect between the DLPS learning model in terms of verbal skill to mathematical literacy skills of students</p>
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Kusuma, Arie Purwa, Nurina Kurniasari Rahmawati, and Ramadoni Ramadoni. "The Application of the Accelerated Learning Cycle, Brain-based Learning Model, and Direct Instruction Model toward Mathematical Reasoning in Terms of Mathematical Communication." Al-Jabar : Jurnal Pendidikan Matematika 11, no. 1 (June 24, 2020): 21–28. http://dx.doi.org/10.24042/ajpm.v11i1.6185.
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The students' mathematical reasoning and mathematical communication abilities are influenced by several factors such as the use of learning models used by teachers in learning. The use of appropriate learning models can increase students' mathematical communication abilities and reasoning. This study aims to determine the effect of the Accelerated Learning Cycle, Brain-based learning model and Direct Instruction learning models on students' mathematical reasoning abilities seen from their communication abilities. This is a quasi-experimental research. The data were analyzed using analysis of variance with unequal cells. This study concludes that, first, Accelerated Learning Cycle provides better mathematical reasoning abilities than the Brain-based learning model and the Direct Instruction learning model and Brain-based learning model provide better mathematical reasoning abilities than the Direct Instruction learning model. Second, students who have high mathematical communication abilities have better mathematical reasoning than students with moderate or low mathematical communication abilities, students who have medium communication abilities have better mathematical reasoning than students with low mathematical communication abilities
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Darmani, Jamroni Wibi, and Achi Renaldi. "Analisis Kemampuan Pemecahan Masalah Matematis : Dampak Model Pembelajaran Reciprocal Teaching Dengan Fieldtrip." Desimal: Jurnal Matematika 1, no. 3 (September 30, 2018): 373–80. http://dx.doi.org/10.24042/djm.v1i3.3108.
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Students' mathematical problem solving ability is very important. But the results of the observation and supported by several studies of students' mathematical problem solving abilities are still very low. It is suspected that reciprocal teaching learning model with the help of tripships can improve students' mathematical problem solving abilities. This study aims to determine the effect of using reciprocal teaching models with fieldtrips on students' mathematical problem solving abilities. The sampling technique used was cluster random sampling with 2 classes, namely experimental class (the class was treated with reciprocal teaching learning model with fieldtrip), and the control class (the class was treated by conventional models). The hypothesis test used is the t-test. The results of the study found that there were differences in students 'mathematical problem solving abilities using reciprocal eaching learning models with fieldtrips on students' mathematical problem solving abilities. Furthermore, the mathematical problem solving ability of students with reciprocal teaching learning model is better than the students' mathematical problem solving abilities using conventional learning models. The conclusion of this study is that there is influence in improving students' mathematical problem solving ability by using reciprocal teaching learning model with fieldtrip to.
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Heaps, Aaron J., Tyler D. Dawson, Jace C. Briggs, Megan A. Hansen, and Jamie L. Jensen. "Deriving Population Growth Models by Growing Fruit Fly Colonies." American Biology Teacher 78, no. 3 (March 1, 2016): 221–25. http://dx.doi.org/10.1525/abt.2016.78.3.221.
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Population growth presents a unique opportunity to make the connection between mathematical and biological reasoning. The objective of this article is to introduce a method of teaching population growth that allows students to utilize mathematical reasoning to derive population growth models from authentic populations through active learning and firsthand experiences. To accomplish this, we designed a lab in which students grow and count populations of Drosophila over the course of 12 weeks, modifying abiotic and biotic limiting factors. Using the data, students derive exponential and logistic growth equations, through mathematical reasoning patterns that allow them to understand the purpose of these models, and hypothesize relationships between various factors and population growth. We gathered student attitudinal data and found that students perceived the lab as more effective, better at preparing them for lecture, and more engaging than the previous lab used. Through this active and inquiry-based method of teaching, students are more involved and engaged in both mathematical and biological reasoning processes.
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Бикмухаметова, Дильбар Наиловна, Алсу Рафаэлевна Миндубаева, and Евгения Михайловна Нуриева. "Multi-Level Mathematical Training of University Students." Russian Digital Libraries Journal 22, no. 6 (December 15, 2019): 531–41. http://dx.doi.org/10.26907/1562-5419-2019-22-6-531-541.
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An important role for the purposeful development of the motivational component of the formed competences among students of engineering and natural-science (geological) specialties is played by the demonstration of the application of mathematical methods of calculations in engineering and geology. At the same time, the solution of practice-oriented tasks is of great importance.It is necessary to teach the student to master the material not only at the knowledge level, but also at the level of mastery of mathematical methods and models, interpolation and extrapolation not only in mathematics, but also in solving professional and life problems.
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Barroso, Norman Cuello. "Mathematical Models in Predicting Retention of STEM Students in Pre-Calculus." International Journal of Pedagogical Development and Lifelong Learning 1, no. 1 (June 15, 2020): ep2004. http://dx.doi.org/10.30935/ijpdll/8342.
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Doerr, Helen M. "Teachers' ways of listening and responding to students' emerging mathematical models." ZDM 38, no. 3 (June 2006): 255–68. http://dx.doi.org/10.1007/bf02652809.
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Salingkat, Suhartini, and Anastasia Bilalu. "THE INFLUENCE OF TREFFINGER LEARNING MODELS ON MATHEMATICS COMMUNICATION SKILLS OF STUDENTS." Jurnal Pendidikan Matematika dan IPA 12, no. 2 (July 26, 2021): 97. http://dx.doi.org/10.26418/jpmipa.v12i2.40814.
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This study aims to analyze the impact of the Treffinger learning model on students' mathematical communication skills. This research was conducted at Senior High School 1 Bulagi grade 10th, 2018/2019 academic year. This type of research was a Quasi-Experimental study with a Pretest-Posttest Control Group Design. Data collection on mathematical communication skills used test instruments. The results revealed that the mathematical communication skills of students taught using the Treffinger learning model were higher than those taught using the Student Team Achievement Division / STAD cooperative learning model (FCount = 5.78> Ftable = 4.03). It can be seen from the results of the research that application of the Treffinger learning model has a higher effect on students' communication skills compared to the Student Learning Achievement Division (STAD) cooperative learning model. It is proven from the average mathematical communication skills of students taught with the Treffinger learning model on the written text indicator, drawing and mathematical expression expressed at 50.67 while the students taught with the Student Team Achievement Division (STAD) cooperative learning model on the written indicator text, drawing and mathematical expressions were stated at 47.50.
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Morgenroth, E., E. Arvin, and P. Vanrolleghem. "The use of mathematical models in teaching wastewater treatment engineering." Water Science and Technology 45, no. 6 (March 1, 2002): 229–33. http://dx.doi.org/10.2166/wst.2002.0110.
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Mathematical modeling of wastewater treatment processes has become increasingly popular in recent years. To prepare students for their future careers, environmental engineering education should provide students with sufficient background and experiences to understand and apply mathematical models efficiently and responsibly. Approaches for introducing mathematical modeling into courses on wastewater treatment engineering are discussed depending on the learning objectives, level of the course and the time available.
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Rahmawati, Nurina Kurniasari. "Implementasi Teams Games Tournaments dan Number Head Together ditinjau dari Kemampuan Penalaran Matematis." Al-Jabar : Jurnal Pendidikan Matematika 8, no. 2 (December 18, 2017): 121. http://dx.doi.org/10.24042/ajpm.v8i2.1585.
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The purpose of this research is to know the influence of Teams Games Tournaments (TGT), Numbered Head Together (NHT) model to the students 'mathematical learning achievement that reviewed students' mathematical reasoning ability. This research is a quasi-experimental research with 3 × 3 factorial design. The researcher uses 2 indicators of learning achievement that is (1) Mathematics achievement test and (2) Test of mathematical communication ability. Analysis of the data used is the analysis of two-way variants with different cells. The results of this research can be summarized as follows. (1) Learning using TGT learning model makes better student's mathematical learning achievement compared to student's mathematical learning achievement with NHT learning model and conventional learning, while NHT model gives a better result of student's mathematical learning achievement from student's learning achievement with conventional learning. (2) Learners with high mathematical reasoning ability have better learning achievement compared with learners with medium ability as well as medium ability better than low ability. (3) Students have high and moderate reasoning abilities with the three learning models giving the same mathematical achievement, whereas students with low mathematical reasoning ability using TGT and NHT models provide the same mathematical achievement, but better than conventional learning models, and conventional learning models and NHT produces the same mathematical achievement. (4) The learning model of TGT and NHT in students with high, medium and low mathematical reasoning ability produce the same mathematical achievement, whereas conventional learning model on students with high and medium mathematical reasoning has the same mathematical achievement but better than students with reasoning low math.
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Tanjung, Dian Fitria, Edi Syahputra, and Irvan Irvan. "Problem Based Learning, Discovery Learning, and Open Ended Models: An experiment On Mathematical Problem Solving Ability." JTAM | Jurnal Teori dan Aplikasi Matematika 4, no. 1 (April 24, 2020): 9. http://dx.doi.org/10.31764/jtam.v4i1.1736.
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This research is to look at the effect of problem-based learning, discovery learning, and open-ended models on the mathematical problem-solving abilities of students. The type of research is a quasi-experiment with a three treatment counterbalanced design research design. The instruments used: (1) students 'initial mathematical ability tests, (2) tests of students' mathematical problem-solving abilities with the Pythagorean Theorem material. Inferential data were performed using covariance analysis (ANACOVA). The samples of this study were 32 students each from three experimental classes selected by purposive sampling. The results are: (1) of the three learning models conducted using the model of problem-based learning, discovery learning, and open-ended had a positive effect on the ability to solve mathematical problems; (2) the ability to solve mathematical problems of students taught by problem-based learning models is better than the using discovery learning and open-ended models; and (3) there is an interaction between the initial ability of mathematics and learning models.
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Guo, Cuixiang, Junwu Suo, Chunguang Xu, Xinhua Yang, and Liping Zhang. "Data Analysis of Physical Fitness Monitoring Based on Mathematical Models." Mathematical Problems in Engineering 2021 (June 22, 2021): 1–9. http://dx.doi.org/10.1155/2021/8353391.
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Physical monitoring and analysis are of great significance to improve national physical fitness. The main work of this paper is that the physical health level of college students is studied and analysed by using a statistical model and mathematical model. According to the characteristics of the collected data, different mathematical models are established. Firstly, the grey correlation model is used to analyse the correlation between pull-up and other physical fitness indexes. Then, based on the classification of college students and the influence and flow law of interclass crowd, a differential equation system is established based on the LMC model. By analysing the existence and stability of the equilibrium point of the system, as well as the possible folding bifurcation and backward bifurcation at the equilibrium point, this paper makes qualitative and quantitative research on the trend of college students’ physical exercise on campus.
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Makarov, Sergey I. "Mathematical modeling skills development among students of universities of economics." Samara Journal of Science 9, no. 2 (May 29, 2020): 254–57. http://dx.doi.org/10.17816/snv202307.
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This paper discusses approaches to economic and mathematical modeling skills development among students of universities of economics. The need for this competency among specialists in the digital economy is shown. The motivation of the student the future specialist in the digital economy in mastering the basic techniques of economic processes and systems modeling is outlined. The sections of the school course in mathematics are given, which are the basis for the development of these skills. Mathematical courses are examined; their study is considered to be the foundation for the development of the competence in economic processes modeling. The author describes the main types of mathematical models that are studied at the present stage at universities of economics and are widely used in the digital economy. The author also presents a classification of the models used in the educational process while studying mathematical courses. The main requirements for economic-mathematical models are discussed and substantiated. The author has listed necessary requirements for teachers of mathematical departments of universities. These requirements can help them to teach basic mathematics and its applied sections (e.g. mathematical modeling) to students successfully. The main conclusions and results of the study can be used in the practical work of teachers of mathematical departments at universities of economics when creating electronic teaching aids of economic and mathematical modeling and methods of their application in the educational process.
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Vinayanti, Antik, and Fika Muji Fadhillah. "IMPLEMENTATION OF EXPERIENTAL LEARNING MODELS TO IMPROVE REASONING ABILITY OF STUDENT’S SMP." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 2, no. 1 (May 21, 2019): 1. http://dx.doi.org/10.22460/jiml.v2i1.p1-8.
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Experimental learning invites students to play an active role during the learning process based on life experiences that can be applied into four stages, namely concrete experience, observation, conceptualization and application. conventional, 2) knowing the improvement of mathematical reasoning abilities of students who get learning using the experiential learning method better than conventional learning. The method used in this study is the experimental method by taking a sample of this study is the seventh grade students of SMP Negeri 2 Klangenan in Cirebon Regency. Implementation data with an experimental learning model was obtained through observation sheets and students' mathematical reasoning abilities were obtained through description tests. The results of the study for four meetings showed that there was an increase in the average results of the pretest and posttest. From the results of statistical tests of gain scores obtained from the results of the pretest and posttest on students' mathematical reasoning abilities the average (ẋ) gain for the experimental class is 0.64 with a standard deviation (s) = 0.6 based on these results. that students' mathematical reasoning abilities using experiential learning are better than students who are conventional learning.
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Son, Aloisius Loka, Darhim Darhim, and Siti Fatimah. "STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON TEACHING MODELS INTERVENTION AND COGNITIVE STYLE." Journal on Mathematics Education 11, no. 2 (April 6, 2020): 209–22. http://dx.doi.org/10.22342/jme.11.2.10744.209-222.
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The study aimed to analyze the interaction effect teaching models and cognitive style field dependent (FD)-field independent (FI) to students’ mathematical problem-solving ability (MPSA), as well as students' MPSA differences based on teaching models and cognitive styles. Participants in this study were 145 junior high school students, with details of 50 students learning through the Connect, Organize, Reflect, and Extend Realistic Mathematics Education (CORE RME) model, 49 students use the CORE model, and 46 students use the Conventional model. Data collection tools used are the MPSA test, and the group embedded figure test (GEFT). The MPSA test finds out that there are interaction effect teaching models and cognitive styles on students' MPSA, as well as a significant difference in MPSA students who study through the CORE RME model, CORE model, and Conventional model. Based on cognitive style, between students who study through CORE RME model, CORE model, and Conventional model found that there was no significant difference in MPSA between FI students. Furthermore, there were significant differences in MPSA between FD students and also MPSA of FI students better than MPSA FD students. Therefore, teaching models and student cognitive styles are very important to be considered in the learning process, so students are able to solve mathematical problems.
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Tambunan, Hardi. "Mathematical Model for Mapping Students’ Cognitive Capability." International Journal of Evaluation and Research in Education (IJERE) 5, no. 3 (September 1, 2016): 221. http://dx.doi.org/10.11591/ijere.v5i3.4543.
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The quality mapping of educational unit program is important issue in education in Indonesia today in an effort to improve the quality of education. The objective of this study is to make a mathematical model to find out the map of students’ capability in mathematics. It has been made a mathematical model to be used in the mapping of students’ capability. Demonstration of the use of models performed in accordance with the data of the results from the math test given to 147 students in grade XII, state senior high school, science program, and academic year 2015-2016. The map of students’ capability can be known that 48 test items are derived from 16 sub topics of three cognitive domain, only 19 test items are achieved. The achieved map lies in 8 sub topics for knowledge domain and 6 sub topics for comprehension domain and application domain has 5 sub topics. So that sub topic and cognitive domain which can not be achieved can be done further corrective action to obtain the maximum results. This paper demonstrates how operational research techniques can be applied for problem solving in education.
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Aritonang, Elsida. "DIFFERENCES OF MATHEMATICS COMMUNICATION ABILITY OF THE STUDENT OF JUNIOR HIGH SCHOOL BASED ON CONTEXTUAL LEARNING MODEL AND KONVENSONAL LEARNING MODEL." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 7, no. 2 (July 30, 2019): 184. http://dx.doi.org/10.26858/jds.v7i2.9815.
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This study aims to look at are there differences in students' mathematical komunication skills taught through contextual learning models with students taught through konvensional learning model. This study is a quasi-experimental research. The population in this study were all students of class IX SMP Negeri 3 Sidikalang. The instrument used in this study are test mathematical komunikation ability. The tests used form of description. Tes used have been declared valid and reliable. The regression equation of mathematical komunication ability in the class experiment is and the regression equation in the kontrol is . Inferential data analysis was performed using analysis of covariance (Anacova). The research results obtained are there are differences in the improvement of students' mathematical komunication abilities taught through contextual learning models with students taught through konvensional learning models
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Gustiani, Dini Sri, Ade Irman, and Fika Muji Fadhillah. "Discovery Learning Model and Props of Statistical Kenik In Improving The Mathematical Communication Ability of Junior High School Students." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 2, no. 1 (July 17, 2019): 29. http://dx.doi.org/10.22460/jiml.v2i1.p29-38.
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The purpose of this study is to examine the achievement and improvement of junior high school students' mathematical communication ability using discovery learning models and props of statistical kenik compared to students who use ordinary learning, and student activities during learning using discovery learning models and props of statistical kenik to take place. This study used a quasi-experimental design. The experimental group obtained learning with discovery learning models and props of statistical kenik and control groups obtained regular learning. The instrument used was a test of mathematical communication ability. The population in this study were all eighth grade students of SMP Negeri 2 Cilamaya Kulon Karawang. With the sample subjects were eighth grade students as many as two classes from the five existing classes randomly selected. The results of this study are: (1) There is achievement and improvement of mathematical communication ability between students whose learning uses discovery learning models and props of statistical kenik compared to students who use ordinary learning; (2) Learning by using discovery learning models and visual aids shows that the learning process is more effective in mathematical problems solving and students can find statistical material concepts.
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Roni Hamdani, Acep, and Puput Putri Ayu. "PENGARUH MODEL PEMBELAJARAN GENERATIF UNTUK MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS SISWA KELAS III." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 6, no. 2 (January 15, 2021): 380–91. http://dx.doi.org/10.36989/didaktik.v6i2.157.
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This study aims to determine the effect of generative learning models to improve the mathematical connections of elementary school students. This research was conducted at SDN Tanjungwangi in the academic year 2020/2021 with a research sample of 20 class III A students and 20 class III B students. This research method uses a quasi-experimental method. The data analysis technique in this study uses the N-gain calculation to measure the increase in the ability of students 'mathematical connections, (t-test) to determine the effect of using generative learning models on students' mathematical connection abilities. The results showed that (1) there was an increase in the mathematical connection ability with an average N-gain in the experimental class, the result was 0.79 with the "high" criteria and the average N-gain on the control was 0.05 with the criteria "very low" . (2) there is an effect of using generative models on the ability of mathematical connections with the results of tcount <t table 0.830 <2.024. Thus, it can be concluded that the influence of the generative learning model on the mathematical connection ability of elementary school students.
Keywords: Mathematical Connection Ability, Genertive Learning Model
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Brandriet, Alexandra, Charlie A. Rupp, Katherine Lazenby, and Nicole M. Becker. "Evaluating students' abilities to construct mathematical models from data using latent class analysis." Chemistry Education Research and Practice 19, no. 1 (2018): 375–91. http://dx.doi.org/10.1039/c7rp00126f.
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Analyzing and interpreting data is an important science practice that contributes toward the construction of models from data; yet, there is evidence that students may struggle with making meaning of data. The study reported here focused on characterizing students’ approaches to analyzing rate and concentration data in the context of method of initial rates tasks, a type of task used to construct a rate law, which is a mathematical model that relates the reactant concentration to the rate. Here, we present a large-scale analysis (n= 768) of second-semester introductory chemistry students’ responses to three open-ended questions about how to construct rate laws from initial concentration and rate data. Students’ responses were coded based on the level of sophistication in their responses, and latent class analysis was then used to identify groups (i.e.classes) of students with similar response patterns across tasks. Here, we present evidence for a five-class model that included qualitatively distinct and increasingly sophisticated approaches to reasoning about the data. We compared the results from our latent class model to the correctness of students’ answers (i.e.reaction orders) and to a less familiar task, in which students were unable to use the control of variables strategy. The results showed that many students struggled to engage meaningfully with the data when constructing their rate laws. The students’ strategies may provide insight into how to scaffold students’ abilities to analyze data.
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Horton, Bob. "Sharing Teaching Ideas: Making Connections between Sequences and Mathematical Models." Mathematics Teacher 93, no. 5 (May 2000): 434–36. http://dx.doi.org/10.5951/mt.93.5.0434.
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Almost all secondary mathematics curricula include linear and exponential models. More and more programs also include arithmetic and geometric sequences, as well. These topics are linked, but students often do not make the connections.
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Dina, Zinatun Hayati, M. Ikhsan, and Hajidin Hajidin. "The Improvement of Communication and Mathematical Disposition Abilities through Discovery Learning Model in Junior High School." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 1, no. 1 (January 30, 2019): 11–22. http://dx.doi.org/10.23917/jramathedu.v1i1.6824.
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The purpose of this study was to determine the improvement of students' mathematical communication and disposition abilities taught with discovery learning models. This study us quantitative approach with the type of experimental research and the research design us pretest and posttest design type experiments. The sample was chosen randomly from two classes of 7th grade in one of public junior high school in Sigli, Aceh. The research instrument used was mathematical communication ability test and mathematical disposition questionnaire. The data analysis of students' communication and disposition ability was done by two-way ANAVA test at a significant level of 0.05. The results showed that the improvement of students' mathematical communication and disposition skills taught with discovery learning models was better than those taught with conventional approaches. Furthermore, there was no interaction between discovery learning model and the level of students towards improving communication skills and mathematical dispositions. Therefore, the mathematics teachers can implement discovery learning models in learning to build the next polyhedron. Future researchers should conduct research at other schools in order to improve students' mathematical communication skills in mathematics learning
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Dina, Zinatun Hayati, M. Ikhsan, and Hajidin Hajidin. "The Improvement of Communication and Mathematical Disposition Abilities through Discovery Learning Model in Junior High School." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 4, no. 1 (January 30, 2019): 11–22. http://dx.doi.org/10.23917/jramathedu.v4i1.6824.
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The purpose of this study was to determine the improvement of students' mathematical communication and disposition abilities taught with discovery learning models. This study us quantitative approach with the type of experimental research and the research design us pretest and posttest design type experiments. The sample was chosen randomly from two classes of 7th grade in one of public junior high school in Sigli, Aceh. The research instrument used was mathematical communication ability test and mathematical disposition questionnaire. The data analysis of students' communication and disposition ability was done by two-way ANAVA test at a significant level of 0.05. The results showed that the improvement of students' mathematical communication and disposition skills taught with discovery learning models was better than those taught with conventional approaches. Furthermore, there was no interaction between discovery learning model and the level of students towards improving communication skills and mathematical dispositions. Therefore, the mathematics teachers can implement discovery learning models in learning to build the next polyhedron. Future researchers should conduct research at other schools in order to improve students' mathematical communication skills in mathematics learning
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Rahmawati, Nurina Kurniasari, Arie Purwa Kusuma, Santi Widyawati, and Fredi Ganda Putra. "Google-Based Learning and Learning Motivation: The Impact and Interaction on Students’ Mathematical Communication." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 5, no. 2 (December 21, 2020): 215–23. http://dx.doi.org/10.24042/tadris.v5i2.7163.
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Poor mathematical communication skills and motivation are influenced by several factors, such as the use of learning models used by teachers in learning. The use of appropriate learning models can improve students’ mathematical communication skills and motivation. This study aimed to determine the effect of the discussion learning model using Google Classroom and Google Form on students' mathematical communication in terms of students’ learning motivation. This type of research is quasi-experimental. Data were analyzed using two-way analysis of variance with unequal cells. Based on the results, it can be concluded that the discussion learning model using Google Classroom provided better communication skills than the learning model using Google Form, (2) there was no difference in the effect of learning motivation on students' mathematical communication, and (3) there was no interaction between learning model and learning motivation towards students' mathematical communication skills. Further research is needed to develop learning models using Google Classroom and Google Form by taking into account the characteristics of other students that are adjusted to the school curriculum.
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A.R, Ediaman. "IMPROVING MATHEMATICS COMMUNICATION CAPABILITIES THROUGH DIRECT TEACHING MODELS WITH PROBLEM POSING APPROACHES." Jurnal Daya Matematis 7, no. 1 (April 1, 2019): 16. http://dx.doi.org/10.26858/jds.v7i1.8842.
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This study aims to improve students' Mathematical Communication Ability through a direct teaching model using the Problem Posing approach. The indicators used are (1) the ability to present mathematical statements in writing through symbols and images, (2) the ability to manipulate mathematics, and (3) the ability to draw conclusions from mathematical statements. The type of research chosen was classroom action research which was conducted in two cycles, the subjects in this study were 26 students of class XII IPA 2 in Sinjai State Senior High School as many as 26 people. The results showed that (1) the average score of mathematical communication skills of students of class XII IPA 2 of Sinjai Public High School 4 after being taught using the direct teaching model and the problem posing approach were in the high category. (2) the activities carried out by students increase especially activities in terms of asking questions from the situation given by the teacher, communicating questions that are asked by other students in writing, and expressing opinions on the teacher and other students, (3) Teacher activities in the learning process well, (4) In general students give a positive response to the problem posing learning approach, as an application of the results of this study it is suggested that in the learning process the teacher should use a direct teaching model with a problem posing approach to improve student communicationIMPROVING MATHEMATICS COMMUNICATION CAPABILITIESTHROUGH DIRECT TEACHING MODELS WITH PROBLEM POSING APPROACHES
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Jana, Padrul, Nurchasanah Nurchasanah, and Syita Fatih 'Adna. "E-Learning During Pandemic Covid-19 Era: Drill Versus Conventional Models." International Journal of Engineering Pedagogy (iJEP) 11, no. 3 (May 20, 2021): 54. http://dx.doi.org/10.3991/ijep.v11i3.16505.
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Coronavirus Disease 2019 (COVID-19) has been stated by the World Health Organization (WHO) as a pandemic. As a consequence, all teaching and learning processes have been conducted through e-learning. For that reason, this research aims at testing the computer-based drill learning and the conventional learning model through e-learning. The aspect that would be measured is the students’ mathematical reflecting thinking. The research method was the quasi-experimental by employing the pre-test, before the treatment, and the post-test after the treat-ment. The research design employs 2 classes, the 31 students of the control class and 30 ones of experiment class. The result reveals to us that a computer-based drilling learning model would be effective if it is viewed from the perspective of students’ mathematical reflective thinking ability. On the other hand, the conven-tional learning model would not be effectively viewed from the perspective of students’ mathematical reflective thinking.
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DeVaney, Thomas A. "Confirmatory Factor Analysis of the Statistical Anxiety Rating Scale With Online Graduate Students." Psychological Reports 118, no. 2 (April 2016): 565–86. http://dx.doi.org/10.1177/0033294116644093.
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The Statistical Anxiety Rating Scale was examined using data from a convenience sample of 450 female and 65 male students enrolled in online, graduate-level introductory statistics courses. The mean age of the students was 33.1 ( SD = 8.2), and 58.3% had completed six or fewer online courses. The majority of students were enrolled in education or counseling degree programs. Confirmatory factor analysis using unweighted least squares estimation was used to test three proposed models, and alpha coefficients were used to examine the internal consistency. The confirmatory factor analysis results supported the six-factor structure and indicated that proper models should include correlations among the six factors or two second-order factors (anxiety and attitude). Internal consistency estimates ranged from .82 to .95 and were consistent with values reported by previous researchers. The findings suggest that, when measuring statistics anxiety of online students using Statistical Anxiety Rating Scale, researchers and instructors can use scores from the individual subscales or generate two composite scores, anxiety and attitude, instead of a total score.