Intention, Approach and Outcome: University Mathematics Students' Conceptions of Learning Mathematics

2005 ◽  
Vol 3 (4) ◽  
pp. 567-586 ◽  
Author(s):  
Anna Reid ◽  
Leigh N. Wood ◽  
Geoff H. Smith ◽  
Peter Petocz
Keyword(s):  
Mathematics Students ◽  
Conceptions Of Learning ◽  
University Mathematics ◽  
Learning Mathematics

Conceptions of Learning: Views of Undergraduate Mathematics Students

1998 ◽  
Vol 83 (3) ◽  
pp. 982-982 ◽  
Author(s):  
Andile Mji
Keyword(s):  
University Students ◽  
Learning Task ◽  
Mathematics Students ◽  
Conceptions Of Learning ◽  
Undergraduate Mathematics ◽  
Mathematics Scores ◽  
Learning Mathematics

The objective was to explore how 94 Year 1 university students conceptualise learning mathematics. Scores on nine items indicated that students adopted different approaches depending on the demands of the learning task at hand.

Pengaruh Penggunaan Media Belajar dan Minat Belajar terhadap Hasil Belajar Matematika (Eksperimen pada Siswa Kelas XI IPA SMA Negeri 8 Kota Tangerang Selatan Tahun Pelajaran 2010 / 2011)

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Tatan Zenal Mutakin ◽  
Teti Sumiati
Keyword(s):  
Factor Analysis ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Research Method ◽  
Media Use ◽  
Mathematics Learning ◽  
Mathematics Students ◽  
Learning Mathematics

<p>The research is an experiment conducted in SMA Negeri 8 Tangerang City, Banten, on the influence of learning and use of media interest in learning of mathematics learning outcomes. The purpose of this study was to analyze the <br />influence of media use to learn and interest in learning mathematics learning <br />outcomes. (Experiment In Student Class XI IPA SMAN 8 Tangerang City Year <br />Lesson 2010/2011). The research method used is an experimental method using <br />the technique "factor analysis" with "Two Way Anova", aided by SPSS version <br />15.0. The results of the analysis studies suggest that: 1) There is the media's <br />influence on the learning outcomes of mathematics learning, 2) There is interest <br />in studying the influence on the results of studying mathematics, and 3) There is no interaction between the learning outcomes of students with interest in learning mathematics students. </p>

COMPARISON OF LEARNING MATH LEARNING RESULT STUDENTS WITH SAVI MODEL AND NHT MODEL ON STUDENT SMKN 1 KOLAKA

2018 ◽  
Vol 3 (1) ◽  
pp. 22-27
Author(s):  
S. Supratman ◽  
Sri Wulandari Muhlis
Keyword(s):  
Standard Deviation ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
T Test ◽  
Mathematics Students ◽  
Learning Models ◽  
Maximum Value ◽  
Learning Mathematics

The formulation of the problem in this research are: (1) How the result of learning mathematics of students after taught by SAVI learning model?, (2) How the result of learning mathematics of students after taught by NHT learning model?, (3) Is the result of learning mathematics of students who taught with SAVI learning model is higher than students taught by NHT learning model. The purpose of this study are: (1) To know how the results of learning mathematics students after teaching with SAVI learning model, (2) To find out how the results of learning mathematics students after being taught with NHT learning model, (3) To determine whether the results of learning mathematics students taught by SAVI learning models higher than students taught by NHT learning models. Type of research using experimental method. The population in this study is all students of class X spread in 11 parallel classes with the number of 310 people. Sampling was done by using cluster random sampling technique. In this research as a sample taken 2 classes from the entire population that is class X A3 as experiment class 1 using SAVI learning model and class X A1 as experiment class 2 using NHT learning model. From result of data analysis obtained that: (1) result of student learning taught by using SAVI learning model which consist of 25 students show minimum value 62, maximum value 96, mean (mean) 80,36, with standard deviation 9,10; (2) student learning outcomes taught using NHT learning model consisting of 25 students showing minimum score 62, maximum value 96, mean (mean) 79,62, with standard deviation 10,512; (3) result of t-test analysis using independent sample t-test obtained tcount = 0,302 at = 0,05 with degrees of freedom (dk) = 48 obtained t table = 2,011. Because t <t table then Ha is rejected and H0 is accepted. So it can be concluded that the mathematics learning outcomes of students who were taught with the SAVI model was not higher than the students taught by the NHT model.

scholarly journals What are the factors influencing the aversion of students towards reptiles?

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Moacyr Xavier Gomes da Silva ◽  
Franciany Braga-Pereira ◽  
Mikaela Clotilde da Silva ◽  
José Valberto de Oliveira ◽  
Sérgio de Faria Lopes ◽  
...  
Keyword(s):  
Human Society ◽  
Mathematics Students ◽  
Biology Students ◽  
Conservation Policies ◽  
University Mathematics ◽  
Reptile Species ◽  
Before And After ◽  
Paraphyletic Group ◽  
Behavioural Factors ◽  
The University

Abstract Background Reptiles form a paraphyletic group with significant roles for human society, including species that are considered important for food, medicinal and mystical use and as pets. Some species are considered to be aversive, whereas others are captivating among people. Aversion is an important factor which should be considered in the conservation policies of these animals. As such, here, we investigate the demographic, educational, perceptives and behavioural factors of students related to their aversion and non-conservationist attitudes directed towards different reptile species and evaluated the effect of educational exhibition of animals as a strategy of mitigating these attitudes. Methods The data were obtained through forms on the aversion and conservation of reptiles represented by three species, a chelonian, a snake and a lizard. The form was given in two instances, before and after a visit to a private zoo (Museu Vivo Répteis da Caatinga), where the students had contact with the aforementioned species. A total of 133 students participated in the study, among these, 43 from elementary school (21 females and 22 males), 29 from high school (16 females and 13 males), 37 from university biology students (22 females and 15 males) and 24 university mathematics students (6 females and 18 males). Results Among all evaluated species, snakes were considered to be the most aversive species. The aversion attitudes differed between the three evaluated species when correlated to age and type of university courses. However, this pattern did not differ between student sexes. Older students had a lower aversion to the chelonian compared to the younger ones, but for snakes and lizards, the aversion was high among students of all ages. The university biology students had a lower aversion compared to the university mathematics students for the three species. The recognition and handle of the tested species and previous visits to educational exhibitions of animals were negatively related to aversion. The comparative analysis of the forms applied before and after the visit to the Museu Vivo Répteis da Caatinga showed that this visit influenced the decrease of aversion, but not in non-conservationist attitudes, for which the attitude scores had always been low. Conclusions We conclude that reptile aversion varies in accordance with the taxon, being snakes the most disliked by students. The visit to the educational exhibition of animals contributed to the reduction of the observed aversion. This is especially true when the acquisition of educational information about species is associated with practical activities which includes contact with the animals. Finally, the fact that non-conservationist attitudes had been low towards all species perhaps demonstrates a conservationist tendency even for the most aversive species.

scholarly journals STORING THE INFORMATION INTO LONG TERM MEMORY AND ITS IMPACTS ON LEARNING MATHEMATICS

2013 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Fitriati
Keyword(s):  
Learning Strategies ◽  
Mathematics Learning ◽  
Knowledge Retention ◽  
Memory Storage ◽  
Long Term Memory ◽  
Mathematics Students ◽  
Potential Implication ◽  
Term Memory ◽  
Learning Mathematics

Memory obviously plays an important role in knowledge retention. In particular, when learning mathematics students claim that much of what is taught in classrooms is soon forgotten and learning mathematics is difficult or not interesting. Neuroscience, through its study on long term memory, has tried to identify why these phenomena occur. Then some possible solutions are suggested. Understanding the processes of memory storage including acquisition, consolidation, recoding, storing and retrieval helps teachers to efficiently plan for effective learning activities. Therefore, this paper outlines the potential implication of long term memory to mathematics learning as well as suggests some learning strategies that might solve students‟ and teachers‟ problem in learning mathematics.

Conceptions of Learning Mathematics Questionnaire

2017 ◽  
Author(s):  
Ya-Ling Wang ◽  
Jyh-Chong Liang ◽  
Chia-Yi Lin ◽  
Chin-Chung Tsai
Keyword(s):  
Conceptions Of Learning ◽  
Learning Mathematics

scholarly journals How Does a Mathematician Fit in? A Mixed-Methods Analysis of University Students’ Sense of Belonging in Mathematics

2020 ◽  
Vol 6 (3) ◽  
pp. 475-494 ◽  
Author(s):  
Juulia Lahdenperä ◽  
Juuso Henrik Nieminen
Keyword(s):  
Mixed Methods ◽  
Sense Of Belonging ◽  
Scientific Community ◽  
Mathematics Learning ◽  
Mathematics Students ◽  
Social Community ◽  
University Mathematics ◽  
The Social ◽  
Student Profiles ◽  
Mathematics Community

Abstract University mathematics has been described as a setting that has challenges in inviting everyone to be part of the mathematics community. Thus, university mathematics offers an important context for research on belonging. For this study, we utilised a mixed-methods approach to investigate the various ways mathematics students belong or do not belong to the mathematics community. Based on both quantitative and qualitative analyses, three student profiles were identified: Members of the Scientific Community, Members of the Social Community, and Non-Members. The first profile highlights students’ belonging to the scientific community, the second profile emphasises belonging to the social community of students, and in the third profile students’ responses reflected various ways of not belonging to the mathematics community. In addition, we elaborate on how university mathematics learning environments both promote and hinder students’ sense of belonging. Overall, the study broadens the understanding of the ways of belonging in the mathematics context and provides suggestions for teaching to address the issues of exclusion that are currently present in the culture of university mathematics.

Mathematical Writing Errors in Expository Writings of College Mathematics Students

2017 ◽  
Vol 6 (3) ◽  
pp. 233
Author(s):  
Ive K. Guce
Keyword(s):  
College Of Education ◽  
Mathematics Students ◽  
Student Activities ◽  
Arts And Sciences ◽  
Mathematical Writing ◽  
Mathematical Symbols ◽  
Learning Mathematics ◽  
Language Courses ◽  
Writing Errors ◽  
Advanced Calculus

<p>Despite the efforts to confirm the effectiveness of writing in learning mathematics, analysis on common errors in mathematical writings has not received sufficient attention. This study aimed to provide an account of the students’ procedural explanations in terms of their commonly committed errors in mathematical writing. Nine errors in mathematical writing were pre-defined namely, misuse of mathematical terms, misuse of mathematical symbols, incorrect notation, incorrect grammar, incorrect capitalization, no or incorrect punctuation, vague term, incorrect term, and lack of term or phrase. This study used qualitative method of research to keep a record of errors in mathematical writing. Conducted in the College of Education Arts and Sciences of De La Salle Lipa, the study involved twelve BS Mathematics students enrolled in Advanced Calculus 1 class as respondents. Results revealed that the most committed errors done in mathematical writing are incorrect grammar and misuse of mathematical symbols. Certainly, intervention programs on mathematics writing will bring favorable outcomes. Language courses in the students’ curriculum which tackle proper grammar usage may be integrated with writing about mathematics as part of the student activities. Such will provide the students with writing experiences fitted to their discipline.</p><p> </p>

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