scholarly journals An action learning approach to mathematics learning in the light of the cognitional theory of Bernard Lonergan

2021 ◽  
pp. 1-16
Author(s):  
Cornelia Connolly ◽  
Tom Cosgrove
Keyword(s):  
Mathematics Learning ◽  
Action Learning ◽  
Bernard Lonergan ◽  
Learning Approach

Contextual Learning Approach and Performance Assessment in Mathematics Learning

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
I Wayan Eka Mahendra
Keyword(s):  
Formative Assessment ◽  
Performance Assessment ◽  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Contextual Learning ◽  
Learning Approach ◽  
Better Than ◽  
A Performance

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly. 

LEARNING APPROACH, ASSESSMENT MODEL, AND EARLY NUMERICAL ABILITY ON MATHEMATICS ACHIEVEMENT

2017 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Sadono Sadono
Keyword(s):  
Mathematics Achievement ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Mathematics Learning ◽  
Assessment Model ◽  
Realistic Mathematics Education ◽  
Learning Approach ◽  
Learning Approaches ◽  
Numerical Ability ◽  
Realistic Mathematics

Using the real things and engaging the envoiroment in mathematics learning will assist the learners in understanding the concept greatly. The support of learning approaches and assessment model will give a positive impact on learning outcomes of students. Through the experimental research with 2 x 2 design found the results that learning apprroaches and assessment models are dependent each other in affecting the student’s mathematics outcomes. Realistic Mathematics Education (RME) approach is more appropriate to use performance assessment model because it can provide a better impact on mathematics learning outcomes after controlling the early numerical ability of students. While the thematic approach is more appropriate to use the paper tests in mathematics learning.

scholarly journals A blended learning Grade 12 intervention using DVD technology to enhance the teaching and learning of mathematics

Pythagoras ◽  
2011 ◽  
Vol 32 (1) ◽  
Author(s):  
Pragashni Padayachee ◽  
Hennie Boshoff ◽  
Werner Olivier ◽  
Ansie Harding
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Learning Approach ◽  
Learning Context ◽  
Mathematics Intervention ◽  
Digital Video Disk ◽  
And Mathematics

This article describes the experiences and mathematics performance of Grade 12 learners selected to participate in a mathematics intervention project using digital video disk (DVD) technology within a blended learning context. Blended learning in the context of this study is defined as employing a variety of appropriate methods of delivery to enhance the teaching and learning process. DVD technology was used as an ingredient in this blended learning approach, since it is easily available and accessible to the majority of learners and the schools they attend. The study reported on here forms part of a larger study using action research methodology. This article reports on a single stage of the action research: implementing a change to improve the situation and observing the consequences of this action. Mathematics Incubator School Project (ISP) learners completed questionnaires with open-ended questions which pertained to their experiences of the blended learning approach. The observations of the facilitators were also recorded. A single school was used as a case study and the mathematics performance of learners who participated in the ISP was compared with that of those who did not. The findings suggest that use of DVD technology in this blended learning approach impacted on mathematics learning and enhanced the mathematics performance of learners.

scholarly journals Leadership development in SMEs: an action learning approach

2009 ◽  
Vol 6 (3) ◽  
pp. 243-263 ◽  
Author(s):  
Claire M. Leitch ◽  
Christel McMullan ◽  
Richard T. Harrison
Keyword(s):  
Leadership Development ◽  
Action Learning ◽  
Learning Approach

scholarly journals The Role of a Learning Approach in Building an Interorganizational Network Aiming for Collaborative Innovation

2018 ◽  
Vol 55 (1) ◽  
pp. 27-49 ◽  
Author(s):  
Anna Yström ◽  
Susanne Ollila ◽  
Marine Agogué ◽  
David Coghlan
Keyword(s):  
Action Learning ◽  
Real Life ◽  
Research Process ◽  
Learning Approach ◽  
Interorganizational Network ◽  
Collective Knowledge ◽  
Life Problems ◽  
Collaborative Innovation ◽  
Collaborative Exploration

Collaboration has become a common way for organizational actors to engage in problem solving and innovation. Yet shifting from strategic interactions (driven by reduction of transaction costs) to transformational interaction (driven by collaborative transorganizational development) appears to be difficult to achieve in practice in a network setting. This article argues that such a shift can be enhanced by adopting an action learning approach, which entails working on real-life problems without clear solutions and collectively working to resolve them. Based on an action learning research process, this article therefore explores ways to support collective knowledge creation within an interorganizational network setting. It provides rich illustrations of how the interactions in the network changed through the process, and the participants moved from a space of territorial protection to a space for collaborative exploration. From this case, the article outlines a model for learning in interorganizational networks and discusses related challenges.

The study of the obstacles and errors in the modern didactics. Particularizations for middle school mathematics: Methodological aspects of empirical research

2018 ◽  
Vol 1 (1-2) ◽  
pp. 114-129
Author(s):  
Daniela Căprioară
Keyword(s):  
Middle School ◽  
Empirical Research ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Learning Approach ◽  
New Paradigm ◽  
Methodological Aspects

The learning approach in a constructivist manner implies, among other things, considering the obstacles that arise in carrying out this process and are manifest, if they are not overcome, at the level of the learning outcome, by errors. In mathematics learning, some of these obstacles are isolated and more difficult to control didactically. However, most of them have a phenomenological character and, consequently, the identification of their nature (epistemological, psychological or didactic (Astolfi, 1997)) is required. This co-ordinate sets new dimensions to the didactic field, generating a new paradigm concerning the role of errors in mathematics study.

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