Occupational Education and Mathematics: Ownership Makes the Difference

This research addresses the development of validation metrics for vehicle frontal impact simulation. The model validation metrics provide a quantified measurement of the difference between CAE simulation and physical test. They are useful to develop an objective model evaluation procedure for eventually achieving the goal of zero or near zero prototyping. In this research, full frontal crash pulses are chosen as the key items to be compared in the vehicle frontal impact simulation. Both physics- and mathematics-based metrics are investigated. The physics-based metric include a method of using a simplified step function representation and the mathematics-based metrics include methods of wavelet decomposition, corridor violation plus area, and metrics used in a commercial code ADVISER, respectively. They are all correlated to subject matter experts’ rating through optimal weightings. A new metric, considering variabilities from both experts and metrics for frontal crash pulse, is proposed. One example is used to demonstrate its application.

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The Difference In The Effects Of Longitudinal Effects Of Network Latency On STEM And Non-STEM Students

Journal of Service Science (JSS) ◽

10.19030/jss.v9i1.9829 ◽

2016 ◽

Vol 9 (1) ◽

pp. 1-14

Author(s):

H. Francis Bush ◽

Vonda Walsh ◽

Jay Sullivan ◽

James Squire

Keyword(s):

Learning Styles ◽

Academic Disciplines ◽

Senior Year ◽

Stem Majors ◽

Network Latency ◽

Longitudinal Effects ◽

Stem Students ◽

The Difference ◽

And Mathematics ◽

Subjective Learning

As enrollment in online courses increases faster than the overall enrollments in higher education, the differences in learning styles and academic disciplines need to be identified. Further, the focus on the demand for students pursuing degrees in the sciences, technology, engineering and mathematics (STEM) has gained prominence in the past decade. An experiment was conducted to study the interaction of objective learning and subjective learning, objective learning and enjoyment, and subjective learning and enjoyment on the longitudinal effects of network latency on students who were classified as STEM majors or non-STEM majors (humanities and social sciences). The findings indicate that students from different majors responded differently by the time students have progressed to their senior year in reference to their learning styles and sensitivity to network delays than it was when they were freshmen. The study suggests that the accumulation of experience and choice of major are important factors in mitigating the effects of network delay on learning.

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Comparison of Metacognition Awareness of Mathematics and Mathematics Education Students Based on the Ability of Mathematics

International Journal of Trends in Mathematics Education Research ◽

10.33122/ijtmer.v2i3.118 ◽

2019 ◽

Vol 2 (3) ◽

pp. 124

Author(s):

La Misu ◽

I Ketut Budayasa ◽

Agung Lukito ◽

Rosdiana Rosdiana

Keyword(s):

Mathematics Education ◽

Metacognitive Awareness ◽

Mathematical Ability ◽

Education Student ◽

Mathematics Students ◽

Education Students ◽

Mathematical Abilities ◽

The Difference ◽

And Mathematics ◽

Mathematics Department

Awareness of metacognition is one of mental process that occurs when a person knows what he thinks, including the knowledge and awareness to do something or realize the reason that. The purpose of this study is (1) to describe how the metacognition awareness of mathematics student and mathematics education student based on mathematical ability, and (2) to know the difference metacognitive awareness between of mathematics students with math education students based on mathematical ability. This research subject are the Department of Mathematics and Mathematics Education students of Halu Oleo University Kendari, Indonesia. This research is ex post facto by the data analysis using descriptive and inferential approach. Descriptive approach used to describe the level of metacognitive awareness of mathematics students and mathematics education students based on his mathematical abilities, whereas inferential approach used to see the difference in metacognition awareness of mathematics students and mathematics education students based math skills. The results of this study are: (1) the level of students metacognition awareness of Mathematics Department, generally located on level strategic use and level reflective use, while the level of students metacognition awareness of Education Mathematics Department, generally located on level aware use; (2) there is a significant difference between the awareness metacognition of math students with mathematics education student based on his mathematical abilities, and awareness metacognition of math student better than mathematics education students.

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The Self-Determination Theory and Mathematics Motivation: Grade Levels and Gender Differences among United Arab Emirates Students

Journal of Educational and Psychological Studies [JEPS] ◽

10.24200/jeps.vol5iss1pp15-31 ◽

2011 ◽

Vol 5 (1) ◽

pp. 15

Author(s):

Jalal Haj Hussien

Keyword(s):

High School ◽

High School Students ◽

United Arab Emirates ◽

School Students ◽

Grade Levels ◽

Mathematics Motivation ◽

The Difference ◽

And Gender ◽

And Mathematics ◽

The Impact

The objective of this study was to investigate the impact of students’ grade levels, gender, and interaction between the two on mathematics motivation. In addition, the relationship between students’ various types of mathematics motivation and achievement were examined. Four hundred twenty four elementary school students (186 boys and 238 girls), 588 middle school students (296 boys and 292 girls), and 276 high school students (154 boys and 122 girls) completed the MMS. The findings of this study showed that all types of motivation in mathematics steadily decreased with grade advancement (elementary through high school) with the exception of introjected regulation. Moreover, results indicated a significant gender difference in each type of mathematics motivation, exception regarding intrinsic motivation, where the difference was not significant. In addition, the interaction between grade levels and gender was significant only in students’ introjected regulation; the differences in intrinsic, external regulation, and amotivation were consistent between males and females in different grade levels. Finally, the results revealed a significant relationship between all types of motivation and mathematics achievement as well as overall academic achievement.

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SAFE EXAM BROWSER UNTUK KLIEN ANDROID PADA UJIAN BERBASIS WEB

Edukasi: Jurnal Pendidikan ◽

10.31571/edukasi.v17i2.1454 ◽

2019 ◽

Vol 17 (2) ◽

pp. 212

Author(s):

Panyahuti Panyahuti ◽

Ganefri Ganefri ◽

Ambiyar Ambiyar ◽

Karmila Suryani

Keyword(s):

Data Analysis ◽

Ease Of Use ◽

Extreme Programming ◽

Research Subjects ◽

Application Development ◽

Multiple Choice Tests ◽

Language And Mathematics ◽

Computer Based ◽

The Difference ◽

And Mathematics

AbstrakPenelitian bertujuan untuk menghasilkan sebuah browser (flyexambro) yang valid berbasis Android dengan membatasi akses terhadap fitur-fitur di perangkat handphone. Metode penelitian menggunakan pengembangan aplikasi model Extreme Programming (XP) yang terdiri dari tahapan: analisis kebutuhan; desain antarmuka; pengembangan dan implementasi; pengujian dan modifikasi; serta launching. Subjek penelitian sebanyak 90 siswa, terdiri dari 45 siswa ujian berbasis komputer dan 45 siswa ujian berbasis handphone. Alat pengumpulan data menggunakan tes pilihan ganda. Teknik analisis data menggunakan uji-t. Pengujian dilakukan untuk 2 pelajaran, yaitu Bahasa Indonesia dan Matematika. Nilai yang diperoleh dari kedua pengujian tersebut dianalisis untuk melihat perbedaannya. Berdasarkan hasil analisis data, tidak ditemukan perbedaan yang signifikan antara ujian berbasis komputer dan ujian berbasis handphone. Penggunaan browser saat ujian menggunakan handphone dapat dan layak menggantikan client berbasis komputer dari segi keamanan, kenyamanan, dan kemudahan pemakaian. AbstractThe research aims to produce a valid browser (flyexambro) based on Android by restricting access to features in mobile devices. The research method used the application development Extreme Programming (XP) model which consists of stages: needs analysis; interface designing; development and implementation; testing and modification; and launching. The research subjects were 90 students, consisting of 45 computer-based exam students and 45 mobile-based exam students. Data collection tools use multiple-choice tests. Data analysis techniques using t-test. The test was conducted for 2 lessons, namely Indonesian Language and Mathematics. The values obtained from the two tests are analyzed to see the difference. Based on the results of data analysis, no significant differences were found between computer-based and mobile-based exams. The use of this browser for exams using mobile phones can and is feasible to replace computer-based clients in terms of security, comfort, and ease of use.

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PHILOSOPHICAL DAVOS AS A REASON FOR DIVORCE. M. FRIDMAN’S VERSION. PART 2

10.47850/rl.2021.2.2.50-73 ◽

2021 ◽

pp. 50-73

Author(s):

Sergey Smirnov

Keyword(s):

Vienna Circle ◽

Continental Philosophy ◽

Analytical Philosophy ◽

The Subject ◽

The Difference ◽

And Mathematics ◽

The One ◽

Main Ideas ◽

Parting Of The Ways

This article is a continuation of the previous publication published under the same title (part 1). Both parts are devoted to the problem of understanding the split that once occurred in world philosophy and was embodied in the division of philosophy into two directions, continental and analytical philosophy. In the second part, the author continues to discuss the reasons for the split and the argumentation cited by various authors, proving the conceptual difference of directions. The article analyzes the main ideas of the authors of the Vienna Circle Manifesto and the argumentation of R. Carnap in his dispute with M. Heidegger, the subject of which is devoted to the so-called overcoming of metaphysics. The reason for writing both parts was the work of M. Fridman “Parting of the Ways: Carnap, Cassirer and Heidegger”, translated into Russian. The result of the second part is the conclusions formulated by the author of the article regarding the difference between the named directions. The author believes that it makes sense to discuss their differences not in the categories of truth and falsity of teachings and concepts, but in the categories of different orientations and attitudes, which do not deny but complement each other. On the one hand, analytical philosophy claims to be scientific orientation, clear and precise language, logic and mathematics. In contrast to it, continental philosophy does not pretend to be scientific, to a clear and precise language, but prefers innuendo, rejection of doctrinalism, and the exploratory nature of philosophizing.

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Mendelssohn and Kant on Mathematics and Metaphysics

Kant Yearbook ◽

10.1515/kantyb-2014-0102 ◽

2014 ◽

Vol 6 (1) ◽

pp. 1-22 ◽

Cited By ~ 2

Author(s):

John Callanan

Keyword(s):

Conceptual Analysis ◽

Pure Reason ◽

Philosophical Method ◽

Critical Periods ◽

Critique Of Pure Reason ◽

Central Concern ◽

The Difference ◽

And Mathematics ◽

Prize Essay

AbstractThe difference between the method of metaphysics and the method of mathematics was an issue of central concern for Kant in both the Pre-Critical and Critical periods. I will argue that when Kant speaks of the ‘philosophical method’ in the Doctrine of Method in the Critique of Pure Reason (CPR), he frequently has in mind not his own methodology but rather the method of conceptual analysis associated with rationalism. The particular target is Moses Mendelssohn’s picture of analysis contained in his submission for the 1763 Prize Essay competition. By the time of the first Critique, I argue, Kant wants to maintain his own longstanding commitment to the distinctness of the methods of metaphysics and mathematics. However, Kant wants to use this same analysis of the source of the distinction to diagnose the origins of the dogmatism that is engendered by the method of the rationalists.

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EFEKTIVITAS PROBLEM SOLVING DAN PROBLEM POSING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VII SMPN 47 BATAM

CAHAYA PENDIDIKAN ◽

10.33373/chypend.v4i2.1554 ◽

2019 ◽

Vol 4 (2) ◽

Author(s):

Era Rianti ◽

Fitrah Amelia

Keyword(s):

Problem Solving ◽

Model Problem ◽

Sampling Technique ◽

Learning Model ◽

Problem Posing ◽

Purposive Sampling ◽

The Difference ◽

And Mathematics ◽

Essay Test ◽

Quasi Experiment

This research aims to: (1). Knowing the effectiveness of the learning model problem solving toward of student’s mathematics communication abilities, (2). Knowing the effectiveness of the learning model problem posing toward of student’s mathematics communication abilities, (3). Knowing the difference between the effectivenees of the learning model problem solving and problem posing toward of student’s mathematics communication abilities. The experiment was using quasi-experiment methode. Population in this research were students of class 7th SMPN 47 Batam, a sampling technique that uses purposive sampling. Instrument in this research a essay test. The results show that: (1). The learning model problem solving not effectively toward of student’s mathematics communication abilities, (2). The learning model problem posing effectively toward of student’s mathematics communication abilities, (3). There is no difference in effectiveness between the learning model of problem solving and problem posing toward of student’s mathematics communication abilities.Keywords: problem solving learning model, problem posing learning model, and mathematics communication abilities

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Pembelajaran Matematika Berbasis STEM: Implementasi Variasi Pengembangan Model Pembelajaran STEM di Sekolah Dasar

Idealmathedu: Indonesian Digital Journal of Mathematics and Education ◽

10.53717/idealmathedu.v7i2.223 ◽

2020 ◽

Vol 7 (2) ◽

pp. 98-106

Author(s):

Hardani Hardani

Keyword(s):

Problem Solving ◽

Learning Model ◽

Stem Learning ◽

School Students ◽

Engineering Design Process ◽

Science Technology ◽

Scientific Disciplines ◽

Teachers And Students ◽

The Difference ◽

And Mathematics

STEM is a learning approach that integrates science, technology, engineering and mathematics in the problem-solving based activities. The integration of the four scientific disciplines in STEM project activities uses the Engineering Design Process (EDP) stage. This stage is a cycle in the form of repeated steps and might change until a problem-solving solution is identified. The difference of elementary school students’ characteristics and stages of cognitive development as well as the absences of a specific STEM curriculum causes teachers who are new to STEM find it difficult in implementing the existing model. Therefore, it is necessary to develop the stages of the STEM learning model in accordance with the characteristics of teachers and students. This stage was developed with the aim of making STEM easier to apply and easily connecting problems with product development from the STEM project. The variation of the STEM learning model developed includes the stages: create, identify, ideate, plan, build, and communicate. The STEM Learning Model design developed will make it easier for teachers to implement STEM in classroom learning.

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