Modeling Pupil and Teacher Interactions as they Pursue Instructional Goals in Mathematics Teaching: An Alternative to VAM

2020 ◽  
pp. 129-141
Author(s):  
Maria Teresa Tatto ◽  
Michael C. Rodriguez ◽  
Mark D. Reckase ◽  
Wendy M. Smith ◽  
Kiril Bankov ◽  
...  
Keyword(s):  
Mathematics Teaching ◽  
Teacher Interactions ◽  
Instructional Goals

Expectancies and Values in Mathematics Teaching

2011 ◽  
Author(s):  
Nayssan S. Safavian ◽  
Stuart Karabenick ◽  
Annemarie Conley
Keyword(s):  
Mathematics Teaching

Pengembangan Bahan Ajar Matematika Bisnis Berbasis Komputer Untuk Mahasiswa Jurusan Akuntansi Politeknik Negeri Bali

Epigram ◽  
2019 ◽  
Vol 16 (2) ◽  
pp. 99-110
Author(s):  
I Made Wijana ◽  
Anak Agung Putri Suardani ◽  
I Gede Made Karma
Keyword(s):  
Small Group ◽  
Mathematics Teaching ◽  
Needs Analysis ◽  
Average Score ◽  
Teaching Materials ◽  
Initial Product ◽  
Large Group ◽  
Computer Based ◽  
Large Groups ◽  
Expert Validation

This research aims to produce prototype of computer-based business mathematics teaching materials to improve student achievement of Accounting Department, Politeknik Negeri Bali (PNB). In this research, to reach the target of teaching materials of computer-based business mathematics, the development using Borg and Gall method with some modifications into five steps: needs analysis and curriculum majoring in accounting, initial product development, education expert validation, small group trial , and large group trials. Trial of small group and large group by involving first semester student of Diploma IV Managerial Accounting Study Program, Accounting Department, PNB. Based on curriculum analysis and needs analysis, teaching materials are developed in the form of modules with Microsoft Excel application and the result of the initial product are five modules with topics of Formula, Linear and Non Linear Functions, Interest Calculation, Annuity, and Linear Programming. Education expert validation using five aspects resulted in an average score of 4.13 (good). Trial of the teaching materials by measuring student perceptions using three aspects for small groups resulted in an average score of 3.81 (good) and for large groups resulted in an average score of 4.23 (good). Furthermore, results of evaluation in large groups indicate a significant increase in mean of student scores from before and after using computer-based Business Mathematics teaching materials 

PENERAPAN PENDEKATAN PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN 002 BAGAN BESAR

2017 ◽  
Vol 5 (3) ◽  
pp. 411
Author(s):  
Elvi Zahara
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Increased Activity

The background of this research is the lack of students' mathematics learning outcomes. Thelow yield caused by the learning of mathematics teaching is so very boring, monotonous,stressful and meaningless. Departing from the problems that occur in the field, especially ingrade IV SDN 002 Bagan Besar then there needs to be a strategy that can provide learningmathematics is expected to show active learning, creative, effective and fun. This research istindaan class (PTK), instrument collecting data observation and test learning outcomes. Theresults obtained: Increased activity of the students from the first cycle to the second cycle arevery significant. The increase in active learning, creative, and fun efekif the students alsofollowed by an increase in student learning outcomes. This is evidenced by the increase in thelearning outcomes of the first cycle to the second cycle. Namely, from the average value of 88,27 (cycle I) increased to an average value of 97, 59 (cycle II).

教室で行われるテスト問題作成の秘訣 • Tips for Item Writing for Classroom-based Tests

2018 ◽  
Vol 42 (4) ◽  
pp. 8
Author(s):  
Sawako Matsugu
Keyword(s):  
Instructional Goals ◽  
Instructional Objectives ◽  
Writing Course ◽  
Item Writing ◽  
Objective Tests ◽  
Goals And Objectives

本論では、教室で実施される客観テストに使用される問題の作成に必要な3つのステップを紹介する。具体的には、1. カリキュラム全体のゴールや学習行動目標の決定と構成概念の構築を含むテスト準備、2. テスト細目表の作成、3. 問題作成である。評価は授業と密接につながっており、授業は学習行動目標が反映されていなければならない。したがって、学習行動目標なしにテスト作成はできない。さらに、構成概念や授業で学習したユニットやトピックをバランスよく測定するにはテスト細目表が非常に便利である。テスト細目表とは、学習行動目標とトピック等の内容を二方向に1つの表にまとめたものである。最後に、テスト問題を作成するにあたって言語やフォーマット関連等の様々な注意点を紹介する。 This paper introduces three important steps for writing items in objective tests used in classroom-contexts; namely, preparing for the test, which includes writing course goals and objectives and defining the construct, making a table of specifications, and writing items. Because assessment is deeply intertwined with instruction, which reflects pre-determined course goals and objectives, tests cannot be developed without instructional goals and objectives. Furthermore, in order to assess constructs and units/topics covered in the class in a balanced manner, a table of specifications, which is a two-way chart that lists both the instructional objectives and test content, is an important tool. Finally, several tips for developing items are introduced.

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