How Can a Father Be Supportive for the Mathematics Learning Process of a Child? – The Relationship Between Scaffolding and the Interactional Niche in the Development of Mathematical Learning in the Familial Context

2018 ◽  
pp. 255-280
Author(s):  
Ergi Acar Bayraktar
Keyword(s):  
Learning Process ◽  
Mathematics Learning ◽  
Mathematical Learning ◽  
Familial Context ◽  
The Relationship

scholarly journals Experimental simulation of mathematical learning process based on ‘chunk-objective’

2020 ◽  
Vol 5 (2) ◽  
pp. 425-434
Author(s):  
Yukong Zhang ◽  
Hongwei Li ◽  
John D. Clark
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Mathematics Learning ◽  
Knowledge Structure ◽  
Learning Outcome ◽  
Experimental Simulation ◽  
Theoretical Knowledge ◽  
Learning Method ◽  
Mathematical Learning ◽  
Repeated Practice

AbstractTraditional mathematics learning always paid excessive attention to the memorisation and repeated practice of theoretical knowledge and ignored guidance on learning method, resulting in bad learning outcome and insufficient problem-solving ability. Based on the theory of ‘chunks’ and ‘objective’, this paper analyses the mathematics learning process from the perspective of experimental simulation, designs a mathematics learning process based on ‘chunk-objective’, and simulates it. The data show that the learning mode is scientific and effective, which can help students learn better according to cognitive rules, thus forming their knowledge structure and improving their ability to solve problems.

scholarly journals Pensamiento, Inclusión y motivación en el aprendizaje matemático de los estudiantes sordos. [Thought, Inclusion and Motivation in Mathematical Learning of Deaf Students]

2018 ◽  
Vol 6 (3) ◽  
pp. 73
Author(s):  
Norfelino Pacheco Carrascal
Keyword(s):  
Learning Process ◽  
El Niño ◽  
El Nino ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Deaf Child ◽  
Academic Work ◽  
Deaf Students ◽  
Mathematical Learning ◽  
Starting Point

Se presenta un  breve punto de opinión con respecto a la importancia del pensamiento, inclusión y  la motivación, en el aprendizaje de estudiantes sordos, en esta ocasión de las matemáticas, teniendo como punto de partida la falta de entusiasmo y deseo de aprender de los estudiantes(sordos), herramientas de apoyo por parte de los docentes y que en el transcurso de mi labor académica y de la observación he visto evidenciada en los estudiante a los cuales durante varios años les he orientado esta asignatura, y que generalmente han mostrado poco interés por desarrollar su aprendizaje de manera al menos básica para salir adelante en sus cursos respectivos. Analizaremos, algunos aspectos como; El pensamiento matemático un gran aliados del pensamiento, pensamiento, inclusión y el niño sordo, qué estar motivado?, ¿qué me motiva a realizar las cosas? ¿de qué manera me han motivado a estudiar?¿cómo me han motivado a estudiar matemáticas?, entre otros, a través de los cuales trataremos de entender y comprender como la motivación resulta ser un aspecto importante en el proceso de aprendizaje desde el punto de vista intrínseco y extrínseco en el estudiante. Además algunos aspectos de como motivar a nuestros estudiantes desde nuestra perspectiva de docentes y el uso indispensable de herramientas de apoyo pedagógico. Palabras claves: Motivación, aprendizaje de las matemáticas, voluntad, metas, inclusión, adaptaciones (herramientas) y sueños AbstractIt presents a brief point of opinion regarding the importance of thought, inclusion and motivation in the learning of deaf students, this time of mathematics, having as a starting point the lack of enthusiasm and desire to learn from students (deaf), tools of support by teachers and that in the course of my academic work and observation have been evidenced in the students to whom for several years I have oriented this subject, and that generally have shown little interest to develop their learning in a basic way to get ahead in their respective courses.We will analyze, some aspects such as; Mathematical thinking a great allies of thought, thought, inclusion and the deaf child, what to be motivated?, What motivates me to do things? In What way have motivated me to study? How have motivated me to study mathematics?,  among others, through which we will try to understand and understand how motivation turns out to be an important aspect in the learning process from the point of intrinsic and extrinsic view in the student. Also some aspects of how to motivate our students from our perspective of teachers and the indispensable use of pedagogical support tools.Keywords: Motivation, mathematics learning, will, goals, inclusion, adaptations (tools) and dreamsResumoApresenta um breve ponto de vista sobre a importância do pensamento, inclusão e motivação na aprendizagem de alunos surdos, desta vez da matemática, tendo como ponto de partida a falta de entusiasmo e vontade de aprender com os alunos. (surdos), ferramentas de apoio dos professores e que no decorrer do meu trabalho académico e de observação foram evidenciados nos alunos a quem por vários anos tenho orientado este assunto, e que geralmente têm demonstrado pouco interesse para desenvolver a sua aprendizagem de uma forma básica para avançar em seus respectivos cursos. Vamos analisar alguns aspectos como; O pensamento matemático é um grande aliado do pensamento, do pensamento, da inclusão e da criança surda, o que motivar? O que me motiva a fazer as coisas? Como é que me motivou a estudar? Como me motivou a estudar matemática?, Entre outros, através do qual tentamos entender e compreender como motivação acaba por ser um importante aspecto do processo de aprendizagem do ponto de visão intrínseca e extrínseca no aluno. Também alguns aspectos de como motivar nossos alunos a partir de nossa perspectiva de professores e o uso indispensável de ferramentas de apoio pedagógico. Palavras-chave: Motivação, aprendizagem de matemática, vontade, metas, inclusão, adaptações (ferramentas) e sonhos.

MODIFIKASI MODEL PEMBELAJARAN MATEMATIKA COLLABORATIVE LEARNING DENGAN STRATEGI TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Annisa Faidah Hasanah ◽  
Linda Ari Wibowo ◽  
Lamtioma Rinca Pardede
Keyword(s):  
Collaborative Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Goals ◽  
Learning Material ◽  
Mathematical Learning ◽  
Learning Mathematics

The purpose of this writing is to make students more active, discipline able to work together, in the learning process and also can improve learning creativity. The learning process in Indonesia is currently too monotonous and runs as it is without focusing on learning. So, this problem must be taken seriously, especially by the teacher. Therefore, the teacher must be able to inspire students to be actively involved in the learning process. The selection and determination of learning strategies that are most appropriate to the characteristics of students will certainly produce the desired learning goals. To make it happen, a merger of Collaborative Learning Mathematical Learning Model with Task and Forced Learning Strategy is combined. Collaborative Learning is a Learning Model that forms groups that makes it easier for teachers and students to complete learning material. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. By modifying the Collaborative Learning Mathematics Learning Model with Task Learning Strategies and Forces students will motivate students that learning is the responsibility, all students will be more active, creative, and disciplined in learning, making students not delay work or assignments given, and will make group work becomes solid. To apply the Collaborative Learning Mathematics Learning Model with Task and Forced Learning Strategies teachers should have better and more mature planning. The teacher should master and understand the rules in the Collaborative Learning Mathematical Learning Model with Task and Forced Learning Strategies, and the teacher must always motivate students to be more active in learning.

Mathematics, anxiety, and the brain

2017 ◽  
Vol 28 (4) ◽  
pp. 417-429 ◽  
Author(s):  
Ahmed A. Moustafa ◽  
Richard Tindle ◽  
Zaheda Ansari ◽  
Margery J. Doyle ◽  
Doaa H. Hewedi ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Cognitive Processes ◽  
Mathematics Anxiety ◽  
Mathematics Learning ◽  
Brain Network ◽  
Spatial Skills ◽  
Mathematical Learning ◽  
Mathematical Problems ◽  
And Mathematics ◽  
The Relationship

AbstractGiven that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.

scholarly journals Peningkatan Hasil Belajar Matematika melalui Metode Kelompok Tutor Sebaya

Paedagogie ◽  
2018 ◽  
Vol 13 (2) ◽  
pp. 51-58
Author(s):  
Dimas Adi Nugroho
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
Process Variables ◽  
Collection Method ◽  
Mathematical Learning ◽  
School Year ◽  
Peer Tutor ◽  
Research Action

This research was conducted based on the issue of the learning process less effective. The purpose of this research is to improve the results of mathematical learning through peer tutor groups method. This research was conducted on grade V SD Negeri 2 Shaman Krinjing Magelang Regency. The design of this study using a research action class that consists of two cycles. Each cycle there are four stages, namely planning, implementation, observation, and reflection. This research consists of variable input in the form of the results of learning math is low, the process variables in the form of peer tutor groups, methods and variables are output in the form of higher mathematics learning outcomes. Data collection method using tests and observation. The conclusions of this study, namely the application of the method of peer tutor groups can enhance the results of learning math grade V SD Negeri 2 Shaman Krinjing Magelang school year 2016/2017. The results of this study showed that there was increased after the action. This is proven by the results of the study before action amounted to 23% increase in cycle 1 of 38% and in cycle 2 to 76%. The results ofsuch research has showed that the indicator of success has been achieved, namely75%, so this research is declared successful.

scholarly journals Analisis Kesulitan Guru Sekolah Dasar dalam Pembelajaran Matematika di SDN 012 Kp. Panjang Airtiris

2021 ◽  
Vol 4 (1) ◽  
pp. 1-6
Author(s):  
Adityawarman Hidayat ◽  
Zulhendri Zulhendri ◽  
Bunga Casandra
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Communication Process ◽  
Math Learning ◽  
Mathematical Learning ◽  
Math Teachers ◽  
Qualitative Descriptive ◽  
Math Class

The difficulty of elementary school math teachers in math learning is that teachers are difficult at planning the mathematical learnig process, teachers are difficult at carrying out the mathematical learning process and teachers are difficult at communicating with students during math study. The purpose of this study is to know the extent of the planning of mathematics learning teachers have done, the performance of mathematics learning by teachers as well as the communication process between teachers and the student in the math class. The type of research used is qualitative descriptive analysis of data and information obtained from research for later interpretation according to the fact that in planning the learning process, the most frequent difficulty is determining the learning media by as much as (25%) and then creating teaching methods (18,75%). The next challenge to the mathematical learning process, the most frequent difficulty is to motivate students to ask the question of a magnitude (44,44%). The last difficulty is in communicating with the students. The most frequent challenge is to stimulate a students interest in math lessons by ( 42,85%). Should a math teacher have special skills in order to increase the students interest in math and not impress the monotonous in the matter of speaking.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SDN 004 TEMBILAHAN KOTA KECAMATAN TEMBILAHAN KABUPATEN INDRAGIRI HILIR

2018 ◽  
Vol 2 (2) ◽  
pp. 173
Author(s):  
Jaimah Jaimah
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
First Grade ◽  
Average Value ◽  
Concrete Objects ◽  
The Subject ◽  
Classroom Action Research

The background of this research is the low of mathematics learning result of grade 1 student of SDN 004Tembilahan Kota, for that done perbaiakan learning process by applying method of discussion. This researchwas conducted in SDN 004 Tembilahan Kota with the subject of research is the first grade students with 36students. This research is a classroom action research conducted two cycles. Based on the results of theresearch, it is found that the use of the method of disuksi can improve the students' learning outcomes aboutknowing and determining the length and weight with nonstandard units using concrete objects / concretesituation in the initial data, the total number of completed students is 12 students (33.3%) average 55.83. In thefirst cycle has increased the number of students who complete is 26 students (77.22%) with an average value of80.00. In the second cycle has increased with the total number of students who completed is 32 students (88.89)with an average value of 88.06.

MODIFIKASI MODEL PEMBELAJARAN QUANTUM LEARNING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Erna Pebriana ◽  
Bela Mustika Sari ◽  
Yasa Abdurrahman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Approaches ◽  
Quantum Learning ◽  
Task Strategies ◽  
Improve Student Learning

This writing aims to make students more active and disciplined in the learning process and can also increase creativity and learning outcomes. The low mathematics learning outcomes are not only due to difficult mathematics, but are caused by several factors which include students themselves, teachers, learning approaches, and learning environments that are interconnected with each other. To improve the ability and results of learning it is necessary to make modifications to the task learning strategy and force. Quantum learning is a tip, a guide, a strategy and an entire learning process that can sharpen understanding and memory, and make learning a pleasant and useful process. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. Therefore, the writer modifies the model of quantum learning with task and forced learning strategies, the results of this modification show that learning with quantum learning models with forced and task strategies can improve the learning process so that students become more disciplined in doing tasks, can motivate student learning, and can improve student learning outcomes.

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