Kinematic analysis of Felix Baumgartner's stratospheric jump in 2012

The present investigation shows a kinematic analysis of Baumgartner’s stratospheric jump, based on a scientific report by Red Bull. The modeling was carried out using the different forces that intervened in the event (velocity, acceleration, etc.), making it possible to generate a mathematical model capable of extrapolating data and allowing us a better appreciation of such scientific achievement. All the mathematical exploration has been carried out with ten decimal places; however, they will be rounded to four in writing. The action plan was based on obtaining the velocities by placing points on a velocity model belonging to an approximate graph of a Red Bull scientific report, which was put into the GeoGebra Classic 5 program to find the velocities. After this, we proceeded to find the accelerations and the formula of the function that models them. Finally, this formula was integrated to acquire the mathematical model of the velocities.

A critical analysis of how the potential of Dynamic Geometry Software as a visualisation tool may enhance the teaching of Mathematics

Visualisation in the mathematics classroom has its own pedagogical value and plays a significant role in developing mathematical intuition, thought and ideas. Dynamic visualisation possibilities of current digital technologies afford new ways of teaching and learning mathematics. The freely available GeoGebra software package is highly interactive and makes use of powerful features to create objects that are dynamic, and which can be moved around on the computer screen for mathematical exploration. This research study was conceptualised within the GeoGebra Literacy Initiative Project (GLIP) – an ICT teacher development project in Mthatha in the Eastern Cape, South Africa. The focus of this study was on how GeoGebra could be used as a teaching tool by harnessing its powerful visualisation capacity. In the study, selected GLIP teachers collaboratively developed GeoGebra applets, then implemented and evaluated them. The research methodology took the form of action research cycles in which the design, implementation and evaluation of successive applets determined the data gathering and analysis process. My data consisted mainly of recorded observations and reflective interviews. The underlying theoretical foundation of this study lies in constructivism, which aligned well with the conceptual and analytical framework of Kilpatrick et al.’s (2001) description of teaching proficiency. An in-depth analysis of my classroom observations resulted in multiple narratives that illuminated how teachers harnessed the visualisation capabilities inherent in the software. My findings showed that dynamic visualisation and interactivity afforded by the use of technology are key enabling factors for teachers to enhance the visualisation of mathematical concepts. My analysis across participants also showed that technical difficulties often compromised the use of technology in the teaching of mathematics. The significance of this research is its contribution to the ongoing deliberations of visualisation and utilisation of technological resources, particularly through the empowerment of a community of teachers. The findings recognised that the integration of technology required appropriate training, proper planning and continuous support and resources for the teaching of mathematics. This action research provided insightful information on integrating Dynamic Geometry Software (DGS) tools in mathematics classrooms that could be useful to teachers and curriculum planners.

THE EFFECTIVITY OF ONLINE LEARNING IN EXPLORING MATHEMATICAL ABILITY OF ELEMENTARY STUDENTS ASSISTED WHATSAPP GROUP APPLICATION

Mathematical exploration ability is very needed for student. This research focuses to looking for the effectivity of online learning activities in mathematics exploration ability of student in several Indonesia elementary school during the pandemic of covid-19 with the assistance of whatsapp group applications. Whatsapp group is used for connecting learning activities between teacher and student guardians or parents, between teacher and students, among students and among student guardians or parents during the covid-19 pandemic. This Research uses quantitative method. The technique of data collection using questionnaire with the assistance of google form applications. There are 119 respondents who contains 80 female student guardian and 39 male student guardians. Based of collection data which have been done 86,5% respondents answer that learning with assistance of whatsapp group runs effectivitily for exploring mathematical ability. 92,25% respondents answer that teacher always helping online learning by whatsapp group during The covid-19 pandemic. Using Whatsapp group will continue to be used until the better application is found. Abstrak Kemampuan eksplorasi matematis sangat dibutuhkan siswa. Penelitian ini difokuskan untuk mencari efektivitas kegiatan pembelajaran online dalam kemampuan eksplorasi matematika siswa di beberapa sekolah dasar Indonesia pada saat pandemi covid-19 dengan bantuan aplikasi whatsapp group. Grup Whatsapp digunakan untuk menghubungkan kegiatan pembelajaran antara guru dengan wali siswa atau orang tua, antara guru dan siswa, antar siswa dan antar wali siswa atau orang tua selama pandemi covid-19. Penelitian ini menggunakan metode kuantitatif. Teknik pengumpulan data menggunakan kuisioner dengan bantuan aplikasi google form. Ada 119 responden yang terdiri dari 80 wali murid perempuan dan 39 wali murid laki-laki. Berdasarkan pengumpulan data yang telah dilakukan 86,5% responden menjawab bahwa pembelajaran dengan bantuan kelompok whatsapp berjalan efektif untuk menggali kemampuan matematika. 92,25% responden menjawab bahwa guru selalu membantu pembelajaran online oleh kelompok whatsapp selama pandemi covid-19. Menggunakan grup Whatsapp akan terus digunakan hingga ditemukan aplikasi yang lebih baik. Kata Kunci : Kemampuan Eksplorasi Matematis, Pembelajaran Online, Siswa Sekolah Dasar

Junk news bubbles modelling the rise and fall of attention in online arenas

In this article, we present a type of media disorder which we call ‘junk news bubbles’ and which derives from the effort invested by online platforms and their users to identify and circulate contents with rising popularity. Such emphasis on trending matters, we claim, can have two detrimental effects on public debates: first, it shortens the amount of time available to discuss each matter and second, it increases the ephemeral concentration of media attention. We provide a formal description of the dynamic of junk news bubbles, through a mathematical exploration of the famous ‘public arenas model’ developed by Hilgartner and Bosk in 1988. Our objective is to describe the dynamics of the junk news bubbles as precisely as possible to facilitate its further investigation with empirical data.

Effects of Constructivism-Based Teacher Education Program for Supporting Infant’s Mathematical Inquiry Activity on Variables Related to Infant Teacher’s Mathematics Teaching

This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.

Ethnomathematics: Mathematical Exploration on Batik Gedog Tuban

Batik Gedog Tuban is a famous Batik in Tuban. This batik has a variety of motifs/patterns with a variety of colors. This research is a qualitative descriptive with an ethnographic approach, and this research aims to analyze the mathematical value within Batik Gedog Tuban. Data collections were conducted by the study of literature, observation, interview, note, and documentation. The results show that there are several mathematical concepts contained in Batik Gedog Tuban, such as geometry concepts, geometry transformation, and congruence.