scholarly journals Evaluation of the effects of discourse-based mathematics instruction on eleventh grade students’ conceptual and procedural understanding of probability and statistics

2022 ◽  
Vol 9 (1) ◽  
Author(s):  
Mekonnen Yimam ◽  
Asrat Dagnew Kelkay
Keyword(s):  
Mathematics Instruction ◽  
Procedural Understanding ◽  
Probability And Statistics ◽  
Conceptual And Procedural Understanding

scholarly journals An Identification of Conceptual and Procedural Understanding: Study on Preservice Secondary Mathematics Teacher

2020 ◽  
Vol 11 (2) ◽  
pp. 339-350
Author(s):  
Kondradus Yohanes Klau ◽  
Meiva Marthaulina Lestari Siahaan ◽  
Justin Eduardo Simarmata
Keyword(s):  
Mathematics Teachers ◽  
Procedural Knowledge ◽  
Secondary Mathematics ◽  
Procedural Understanding ◽  
Procedural Approach ◽  
Pedagogical Competence ◽  
Preservice Mathematics Teachers ◽  
Secondary Mathematics Teacher ◽  
Conceptual And Procedural Understanding ◽  
The Relationship

Preservice mathematics teachers (PSMTs) need to master teaching material besides pedagogical competence. This knowledge is a combination of conceptual and procedural knowledge. Teachers should possess the ability to explain a concept, the reason for the concepts used, and the relationship among several concepts clearly and effectively to identify why the concept is used. This study aimed to identify the conceptual and procedural knowledge of PSMTs in Linear Algebra courses. Data collection was carried out through tests and interviews. The interview was conducted with several participants to clarify their test answers. The participants' interview answers revealed that they had difficulty in choosing the proper concept answering modified questions. Also, the participants tried to answer the question using a procedural approach. According to the findings, it is vital to construct appropriate teaching materials appropriate for the learning objective and material map concept. 

scholarly journals Propuesta didáctica basada en múltiples formas de representación semiótica de los objetos matemáticos para desarrollar el proceso de enseñanza aprendizaje del cálculo diferencial

2017 ◽  
Vol 10 (2) ◽  
pp. 20-30 ◽  
Author(s):  
Ana Mercedes Báez ◽  
Olga Lidia Pérez-González ◽  
Bartolo Triana-Hernández
Keyword(s):  
Learning Process ◽  
Differential Calculus ◽  
Experimental Validation ◽  
Theoretical Framework ◽  
Procedural Understanding ◽  
Semiotic Representations ◽  
Conceptual And Procedural Understanding

In the article a didactic proposal is made, which envisions the development of the procedural activity through the semiotic representations of the processes of variation and change, as a scenario for the formation of concepts in the learning process of the Differential Calculus, and how it uses the mathematical assistant DERIVE, as a platform for its performance. The theoretical framework is given by the use of multiple registers of semiotic representations as a way to achieve the nexus between conceptual and procedural understanding. It was demonstrated, through the experimental validation, that with this approach the students significantly improve their performance in the solution of mathematical exercises, which was the objective of the research

scholarly journals Experiencing Students' Difficulties in Learning Abstract Algebra

2020 ◽  
Vol 35 (1) ◽  
pp. 57-67
Author(s):  
Abatar Subedi
Keyword(s):  
Mathematics Education ◽  
Graduate Students ◽  
Master's Degree ◽  
Algebra I ◽  
Abstract Algebra ◽  
Inductive Method ◽  
Procedural Understanding ◽  
Graduate Teaching ◽  
Conceptual And Procedural Understanding

This paper aims to reveal the difficulties as experienced by graduate students while learning abstract algebra at master's degree in mathematics education in the first month of their enrollment. For, I adopted a case study of five students, interviewed them with the help of interview guidelines and observed their behaviors in the classroom, and triangulated this information with researcher’s experiences to explore the difficulties in learning abstract algebra. I used inductive method to analyze the information and concluded that graduate students have experienced several difficulties in learning abstract algebra including the difficulties in conceptualizing algebraic facts, constructing examples and non-examples; and proving theorems. Finally, the study suggests that graduate teaching need to focus on conceptual and procedural understanding of students, and emphasizing to construct examples and non-example as much as possible to improve students’ learning.

scholarly journals Kesalahan Siswa SMK dalam Menyelesaikan Soal Program Linier Ditinjau dari Pemahaman Konseptual dan Prosedural

2020 ◽  
Vol 3 (1) ◽  
pp. 55-66
Author(s):  
Dian Septi Nur Afifah ◽  
Basuki Sarjono ◽  
Lutfia Marsalina ◽  
Tomi Listiawan ◽  
Ika Mariana Putri
Keyword(s):  
Data Analysis ◽  
Learning Design ◽  
Test Sheet ◽  
Procedural Understanding ◽  
Data Presentation ◽  
Data Validity ◽  
Vocational Student ◽  
Attention To Students ◽  
Main Instrument ◽  
Conceptual And Procedural Understanding

This research aims to describe the mistake of vocational student in solving linier program question in term of conceptual and procedural understanding. The research was conducted at SMKN I Boyolangu Tulungagung. Subject was chosen based on the highest number of mistakes when completing linier program question. Data collection techniques in this research are test and interview. The instruments used in this research were the main instrument and supporting instrument. The main instrument is the researcher itself, while the supporting instrument are the test sheet and interview guidelines. To test the data validity in this research used time triangulation. Data analysis based on indicator of conceptual and procedural understanding that include data reduction, data presentation and conclusion drawing. The result of this study indicate that students who make mistake do not have a good conceptual and procedural understanding. This can be seen from subject cannot explain how to solve the question. In addition, subject cannot continue the answer because subject do not know the next step that must be done. Subject alsocan not explain the steps in solving linier program question. For this reason, teacher need to pay attention to students’ understanding when learning in class, especially conceptual and procedural understanding. In addition, teacher mut choose or design a conceptual learning design and procedural understanding to achieve the learning objective.

scholarly journals Proses Berpikir Siswa dalam Menyelesaikan Soal Higher Order Thinking Skills Berdasarkan Pemahaman Konseptual dan Prosedural

2019 ◽  
Vol 4 (1) ◽  
pp. 117
Author(s):  
Puji Astuti ◽  
Abdul Qohar ◽  
Erry Hidayanto
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Procedural Understanding ◽  
Descriptive Research ◽  
Eighth Grade Students ◽  
The Subject ◽  
The Right ◽  
Conceptual And Procedural Understanding

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study aims to describe the thinking process of students in solving <em>Higher Order Thinking Skills</em> problems based on conceptual and procedural understanding. This type of research is descriptive research. The subject of this study was the eighth-grade students of Ma’arif 3 Islamic Middle School Malang. The results of the study were obtained (1) Based on the conceptual understanding of the subject did not meet the indicators presenting concepts in various forms of mathematics, but fulfilling the indicators rewrite the concepts that had been studied and could apply the concepts algorithmically. (2) Based on procedural understanding the subject meets the indicators of choosing the right procedure in solving the problem, but it is not appropriate to know when and how to use the procedure and apply the procedure chosen to solve the problem.<strong></strong></p><p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mendeskripsikan proses berpikir siswa dalam menyelesaikan soal <em>Higher Order Thinking Skills</em> berdasarkan pemahaman konseptual dan prosedural. Jenis penelitian ini adalah penelitian deskriptif. Subjek penelitian ini adalah siswa kelas VIII SMP Islam Ma’arif 3 Malang. Hasil penelitian diperoleh (1) berdasarkan pemahaman konseptual subjek belum memenuhi indikator mempresentasikan konsep dalam berbagai bentuk matematika, tetapi memenuhi indikator menuliskan kembali konsep yang telah dipelajari dan dapat menerapkan konsep secara algoritma; (2) berdasarkan pemahaman prosedural subjek memenuhi indikator memilih prosedur yang tepat dalam menyelesaikan masalah, namun kurang tepat dalam mengetahui kapan dan bagaimana menggunakan prosedur tersebut dan mengaplikasikan prosedur yang dipilih untuk memecahkan masalah.</p></td></tr></tbody></table></div>

Selecting and Using Mathemagic Tricks in the Classroom

2008 ◽  
Vol 102 (2) ◽  
pp. 98-101
Author(s):  
Michael E. Matthews
Keyword(s):  
Mathematics Teachers ◽  
Procedural Understanding ◽  
Conceptual And Procedural Understanding ◽  
Do So

As a mathemagician, I know that learning magic tricks has immense appeal for many mathematics teachers. I also suspect that teachers may not use these mathemagic tricks effectively in their classrooms and that some see them only as “five-minute fillers.” However, mathemagic can be used meaningfully in the classroom. To help teachers do so, I provide some mathemagic examples that fit nicely into typical secondary curricula and encourage teachers to think through how each trick may aid students' conceptual and procedural understanding

scholarly journals Student’s Competency in Solving and Creating Mathematical Problem in Pre-Service Training Program

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Sugiman S.
Keyword(s):  
Mathematical Problem ◽  
Research Subjects ◽  
Integral Calculus ◽  
Procedural Understanding ◽  
Service Training ◽  
Mathematical Problems ◽  
Communication Ability ◽  
The One ◽  
Conceptual And Procedural Understanding ◽  
Academic Year

Student as a mathematics teacher candidate must have competence in solving and creating mathematical problems. This paper describes how the two competencies are mastered by students. On the one competence, problem solving ability is reviewed by using four aspects: (1) conceptual and procedural understanding, (2) strategy knowledge, (3) mathematical communication ability and (4) accuracy. On the other competence, student’s creativity in developing mathematical problem is evaluated based on: (1) fluency, (2) flexibility and (3) novelty. Research subjects are students who take Integral Calculus course in the academic year of 2012. Data are collected through documentation, observation and interview and then analyzed quantitatively and qualitatively. Students show their abilities and some difficulties in both solving and creating mathematical problem.

scholarly journals How Students Solve The Logarithm? Conceptual and Procedural Understanding

2016 ◽  
Vol 1 (1) ◽  
pp. 56-68 ◽  
Author(s):  
Heri Kusuma ◽  
Masduki Masduki
Keyword(s):  
Qualitative Research ◽  
Data Reduction ◽  
Data Display ◽  
Procedural Understanding ◽  
High Category ◽  
Mathematics Problems ◽  
Tenth Grade ◽  
Conceptual And Procedural Understanding ◽  
Descriptive Qualitative

The purpose of this study was to describe the understanding of tenth grade students in logarithms. The descriptive qualitative research was conducted with three students as participants representing the high, medium, and low category. The data was collected by performing observation, tests, interviews, and documentation. They were analyzed by data reduction, data display, and conclusion. The results of this study indicates that students with high category tended to have a good understanding on both conceptual and procedural category. Students with medium category have a good procedural understanding nevertheless weak on the conceptual. Finally, The students with low category had weak ability understanding on both conceptual and procedural. Thus, it can be concluded that the student’s understanding influence their abilities in solving mathematics problems.

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