scholarly journals Mathematical Modeling as a Catalyst for Equitable Mathematics Instruction: Preparing Teachers and Young Learners with 21st Century Skills

Mathematics ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 162
Author(s):  
Jennifer Suh ◽  
Kathleen Matson ◽  
Padmanabhan Seshaiyer ◽  
Spencer Jamieson ◽  
Holly Tate
Keyword(s):  
Mathematical Modeling ◽  
21St Century ◽  
Lesson Study ◽  
21St Century Skills ◽  
Student Thinking ◽  
Positive Energy ◽  
Modeling Process ◽  
Teachers And Students ◽  
Structured Problems ◽  
Equitable Teaching Practices

This case study focuses on a team of teachers and students in a Lesson Study, focused on using mathematical modeling (MM) to make significant decisions to design and plan for a sustainable edible garden in their community. We examined (a) how teachers develop students’ capacity to engage in mathematical modeling, while attending to equitable teaching practices; and (b) how teachers’ view of teaching through mathematics modeling changed after unit implementation. We found that teachers were deliberate in employing specific structures, routines, and tools to attend to equitable participation, when eliciting student thinking in the modeling process. We found that teachers’ view of mathematics modeling changed as they recognized how MM allowed for (a) integration of important mathematics concepts while giving students ownership of the mathematics; (b) opportunity to assess both content and 21st century process skills; and (c) positive energy that came from both students and teachers when teaching through the use of mathematical modeling. A promising strategy for preparing our youth for rigorous mathematics and skills to solve ill-structured problems is by integrating mathematical modeling in early elementary grades to develop critical 21st century skills and a productive disposition towards problem posing and problem solving.

scholarly journals PENGEMBANGAN SOAL TES TERTULIS BERBASIS STEM DENGAN PEMODELAN RASCH DI SEKOLAH DASAR

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Adinda Auila Rahmat ◽  
Ghullam Hamdu ◽  
Epon Nur'aeni ◽  
Dindin Abdul Muiz Lidinillah
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
21St Century ◽  
21St Century Skills ◽  
Group Discussion ◽  
Teachers And Students

Penelitian ini bertujuan mengembangkan soal tes tertulis berbasis STEM disertai analisisnya menggunakan pemodelan Rasch. Penelitian dilakukan menggunakan metode focus group discussion (FGD). Rendahnya keterampilan siswa dalam berpikir tingkat tinggi diketahui berdasarkan hasil capaian Indonesia dalam ajang TIMSS dan PISA. Siswa di Indonesia tidak terbiasa dengan soal yang memiliki karakteristik HOTS. Selain itu, berdasarkan studi lapangan masih jarang ditemukan soal tes tertulis yang mengembangkan keterampilan berpikir tingkat tinggi. Sehingga, memunculkan kebutuhan atas pengembangan soal tes tertulis HOTS. Soal HOTS dikembangkan memperhatikan salah satu bagian dari keterampilan abad 21 yaitu berpikir kritis. Hasil penelitian berupa 10 butir soal tes tertulis berbasis STEM yang dikembangkan berdasarkan indikator keterampilan berpikir kritis pada "Assessing 21st Century Skills for Teachers and Students". Soal tes tertulis disertai analisis menggunakan pemodelan Rasch berbantuan aplikasi winstep Rasch versi 4.4.6 yang hasilnya dapat menjelaskan kualitas dari setiap soal berdasarkan tingkat kesulitan dan kesesuaian butir soal, serta tingkat abilitas dan tingkat kesesuaian siswa

scholarly journals Problem-based learning and 21st-century skills: Are they compatible?

2021 ◽  
Vol 6 (2) ◽  
pp. 326
Author(s):  
Ni Komang Arie Suwastini ◽  
Ni Wayan Nilam Puspawati ◽  
Ni Luh Putu Sri Adnyani ◽  
Gede Rasben Dantes ◽  
Zulidyana Dwi Rusnalasari
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Real Life ◽  
Problem Based Learning ◽  
Good Alternative ◽  
Thinking Skills ◽  
Communicative Skills ◽  
Problem Solving Skills ◽  
Library Research ◽  
Teachers And Students

Rapid changes in the 21st century require students to have not only theoretical knowledge but also high order thinking skills and communicative skills. Arguing that problem-based learning can be a good alternative for improving 21st-century skills, the present study will elaborate on the characteristics, syntax, strengths, and challenges faced in implementing problem-based learning in the classroom. Library research was employed to choose the references for supporting the arguments. Relevant articles were chosen from reputable international journals through Google Scholar, limiting the publication's date from 2015 � 2020, with keywords related to problem-based learning and developing 21st -Century skills. The results reveal that the problems proposed in problem-based learning must be real-life-based and require problem-solving skills. The syntax of the implementation can be adjusted based on the needs of teachers and students. Although problem-based learning might be intricate, suitable strategies can be employed to obtain maximum benefits from this approach. In short, problem-based learning is an appropriate teaching approach to be implemented to meet the needs of the 21st century.

scholarly journals Persepsi mahasiswa calon guru terhadap penggunaan Phet Colorado untuk memfasilitasi kemampuan representasi visual

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Depi Oktasari ◽  
Dian Aulia ◽  
Jumadi Jumadi ◽  
Zera Nadiah Ferty ◽  
Ismet Ismet ◽  
...  
Keyword(s):  
Data Collection ◽  
21St Century ◽  
21St Century Skills ◽  
Pedagogical Knowledge ◽  
Scientific Argumentation ◽  
Descriptive Research ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Pedagogic Knowledge ◽  
Written Test

Penelitian ini bertujuan untuk mengetahui presepsi mahasiswa calon guru fisika terhadap penggunaan PhET Colorado dalam memfasilitasi kemampuan representasi visual mereka dalam pembalajaran fisika. Adapun jenis penelitian ini merupakan penelitian deskriptif dengan menggunakan pendekatan kualitatif. Subyek penelitian merupakan mahasiswa magister pendidikan fisika Universitas Negeri Yogyakarta semester pertama tahun ajaran 2017/2018. Hasil penelitian dari 20 responden  menunjukkan bahwa 50% responden sangat tertarik menggunakan  PhET Colorado, dengan persepsi mahasiswa terhadap kemampuan representasi visual menggunakan PhET Colorado sebesar 85%, penggunaan PhET Colorado dianggap siswa mampu memfasilitasi kemampuan representasi visual mereka dalam pembelajaran fisika.  AbstractThe demands of 21st century skills highlighted the importance of cooperation between teachers and students to achieve the expected skill. Pedagogical knowledge of teachers in teaching and technology into things that need to be developed. Pedagogic ability of teachers in the use of technology can be a potential to develop students' abilities argument. This study aims to develop students' ability argumentation through pedagogical knowledge of teachers in using technology. The technology used is the result of the development of student worksheets 3D PageFlipp Impulse and Momentum material. The purpose of this study to look at the ability of students through the application of scientific argumentation (Technological Pedagogic Knowledge) TPK teachers in the classroom. This research is descriptive research. The data collection capability student argumentation performed by administering a written test. The subjects were students of class X at SMAN 1 Yogyakarta Prambanan. Rate scientific argumentation ability of students refers to Toulmin Argumentation Pattern (TAP). The results showed that the complexity of argumentation ability of students still at low level . These results suggest that the ability of the student arguments need to be improved.

scholarly journals Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

10.28945/4405 ◽  
2019 ◽  
Vol 18 ◽  
pp. 061-085
Author(s):  
Noga Magen- Nagar ◽  
Hanna Shachar ◽  
Osnat Argaman
Keyword(s):  
Teacher Training ◽  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Digital Games ◽  
Environment Impact ◽  
Teachers And Students ◽  
Computer Environment ◽  
Teaching Learning ◽  
The Impact

Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted.

scholarly journals Examining secondary teachers' practical rationality of mathematical modeling

2020 ◽  
Author(s):  
◽  
Wenmin Zhao
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
Secondary Teachers ◽  
Theoretical Perspective ◽  
Practical Rationality ◽  
Student Thinking ◽  
Individual Student ◽  
Professional Obligations ◽  
Modeling Process ◽  
Survey Responses

Research on mathematical modeling is growing rapidly in the field of mathematics education, and there are numerous benefits of engaging students in modeling activities. However, mathematical modeling is still marginalized in mathematics instruction. In order to understand the challenges and obstacles secondary teachers face to incorporate modeling into their classrooms, this study drew upon the theoretical perspective of practical rationality. It used a breaching experiment survey of 176 secondary teachers in Missouri and follow-up interviews with six purposefully selected survey respondents to examine secondary teachers' norms and professional obligations related to mathematical modeling. After data collection, I used descriptive statistical analyses to examine the norms and applied the professional obligation framework to analyze teacher obligations. My findings confirmed four of the six hypothesized norms: Teachers tend to precisely identify which factors should be included in students' solutions, expect students to find a symbolic representation as their model, expect students to primarily work on politically neutral tasks, and are open to students doing model revisions. However, this study did not have robust enough evidence to confirm or disconfirm whether teachers tend to give students unambiguous directions about mathematical operations or components. Nor could it uncover whether students are expected to primarily engage in mathematical thinking rather than nonmathematical thinking during the modeling process. The findings also revealed that teachers' preferred actions among the scenarios presented were influenced by their perceived professional obligations, including commitments to individual students, the classroom's interpersonal dynamics, the practice of the mathematics discipline, and the institutions they work for. More specifically, disciplinary obligations featured most often in the survey responses of those teachers who complied with canonical actions. In contrast, those who selected noncanonical options (such as opening up the beginning phases of the modeling process) most often cited their obligations to individual student thinking to justify their survey responses. The findings suggested that the mathematics education community needs to increase awareness about complex and often conflicting teacher obligations related to mathematical modeling. To support teachers in enacting modeling, the field might consider qualified professional development, viable modeling tasks and tools, and a flexible schedule as well as opportunities to build shared understandings of disciplinary practices and obligations to students' individual needs.

scholarly journals The Correlation of Digital Literation and STEM Integration to Improve Indonesian Students’ Skills in 21st Century

2020 ◽  
Vol 1 (2) ◽  
pp. 73-80
Author(s):  
Dedi Riyan Rizaldi ◽  
Eris Nurhayati ◽  
Ziadatul Fatimah
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Stem Learning ◽  
Digital Competence ◽  
Stem Integration ◽  
Teachers And Students ◽  
Literacy Methods ◽  
Collaboration And Communication ◽  
Knowledge Content

Dynamic human development in the 21st Century demands students to make innovations in the world of education. Students are required to have 21st-century skills, namely creativity, critical thinking, collaboration, and communication. In contrast, teachers are required to have skills that must be mastered. The six capabilities are mastery of knowledge/content, mastery of 21st-century pedagogy, the ability of expertise in the development and achievement of students and give support, mastery of learning psychology skills; having counseling skills; and competence in using information technology and media. This article aims to discuss issues related to how to improve the ability of teachers and students to master 21st-century skills? Also, what extent is the role of digital literacy and STEM integration in improving 21st-century skills? This article using literature literacy methods sourced from international and national journals, books, and other relevant sources. Based on the study, it concluded that digital competence is not an absolute determinant of the development of 21st-century skills in students. Digital ability is a supporting factor for mastering 21st-century skills that should have been introduced and taught through schools. STEM learning with multidisciplinary mastery of science needs to be optimized in schools in Indonesia so that the expected learning objectives are in line with the demands of the 21st-century.

scholarly journals Comparative study of 21st Century Skills of Science Teachers and Students of Formal and Non-Formal Educational Institutes

2021 ◽  
Vol 4 (1) ◽  
pp. 231-241
Author(s):  
Farkhunda Rasheed Choudhary ◽  
Sadaf Zamir Ahmed ◽  
Sohaib Sultan ◽  
Sidra Khushnood
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Skills ◽  
Teachers And Students ◽  
Current Scenario ◽  
21St Century Learners

It is very essential for teachers to practice 21st century teaching and learning skills while teaching in order to foster these skills in 21st century learners. The focus of this study was to explore the skills of science teachers regarding 21st century skills. For this purpose, an online survey was conducted to assess the 21st century skills of science teachers. The survey questionnaire was comprised of different subscales regarding 21st century skills namely as critical thinking, collaboration, communication and creativity. The questionnaire consisted of 5-point Likert scale. The overall results of the study reflected that science students possess more 21st   century skills than their teachers. It was recommended for science teachers of formal educational setup to practice 21st century teaching and learning skills more often as possible to inculcate 21st century skills among the students. It is also recommended that teachers of formal educational setup must enhance critical thinking and increase collaboration with students. This study is significant in the way that it reveals the current scenario of the skills of the teachers that will readily be imparted to the 21st century learners.

scholarly journals Difficulties in implementing 21st century skills competence in vocational education learning

2021 ◽  
Vol 10 (4) ◽  
pp. 1229
Author(s):  
Farid Mutohhari ◽  
S. Sutiman ◽  
Muhammad Nurtanto ◽  
Nur Kholifah ◽  
Achmad Samsudin
Keyword(s):  
Vocational Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Cognitive Skills ◽  
Teachers And Students ◽  
Information And Communication ◽  
Vocational High Schools

<span>The 21st century learning requires complex competencies, transformations of technology-based learning and non-cognitive skills need. This situation makes it difficult for teachers of Indonesian vocational education apply 21st century skills. This study aimed to analyze the level of difficulty of teachers and students in vocational education and analyzing the differences in the difficulties faced in vocational education. This research used survey research with a quantitative approach. A total of 178 people participated in the study consisting of two public vocational high schools and two private vocational schools with the distribution of respondents consisting of 155 students and 23 teachers. Collecting data using a questionnaire in the form of a statement of difficulties faced by teachers and students, including creativity skills, critical thinking, problem solving, communication, collaboration, and digital literacy or information and communication technology (ICT) as many as 50 items. The instrument used was a Likert scale with very difficult, difficult, easy, and very easy categories. The findings of the study showed: i) All skills were identified on the “easy” criteria; and ii) There were significant differences between the difficulties faced by teachers and students, especially communication skills. The recommendation in this study is the need to improve 21st century skills to produce competitive graduate candidates in vocational education.</span>

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