How Can We Support University of Mathematics Education Student to Learn about Design-Based Research?

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

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FLAWS IN PROOF CONSTRUCTIONS OF POSTGRADUATE MATHEMATICS EDUCATION STUDENT TEACHERS

Journal on Mathematics Education ◽

10.22342/jme.10.3.7864.379-396 ◽

2019 ◽

Vol 10 (3) ◽

pp. 379-396

Author(s):

Zakaria Ndemo

Keyword(s):

Mathematics Education ◽

Student Teachers ◽

Mathematics Teachers ◽

Teaching And Learning ◽

Mathematical Proof ◽

Education Student ◽

Written Responses ◽

Induction Strategy ◽

Proof Comprehension ◽

Analytic Induction

Intending to improve the teaching and learning of the notion of mathematical proof this study seeks to uncover the kinds of flaws in postgraduate mathematics education student teachers. Twenty-three student teachers responded to a proof task involving the concepts of transposition and multiplication of matrices. Analytic induction strategy that drew ideas from the literature on evaluating students’ proof understanding and Yang and Lin’s model of proof comprehension applied to informants’ written responses to detect the kinds of flaws in postgraduates’ proof attempts. The study revealed that the use of empirical verifications was dominant and in situations. Whereby participants attempted to argue using arbitrary mathematical objects, the cases considered did not represent the most general case. Flawed conceptualizations uncovered by this study can contribute to efforts directed towards fostering strong subject content command among school mathematics teachers.

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AN ANALYSIS OF MATHEMATICAL UNDERSTANDING ABILITY VIEWED FROM CREATIVE ATTITUDE

Jurnal Daya Matematis ◽

10.26858/jds.v7i2.9809 ◽

2019 ◽

Vol 7 (2) ◽

pp. 114

Author(s):

Nida Sri Utami

Keyword(s):

Mathematics Education ◽

Qualitative Method ◽

Mathematical Understanding ◽

Research Use ◽

Education Student ◽

Algebra Structure ◽

Academic Year ◽

Ability Student

The purpose of this research is to analyze mathematical understanding ability, especially students of mathematics education at second semester. Understanding ability that was researched is about group of algebra structure. This research use descriptif qualitative method. Subject at this research are second semester mathematics education student in Universitas Muhammadiyah Surakarta in academic year 2018/2019. Data in this research were obtained with interview, test, and documentation. Results showed student with high creative attitude has translation ability, interpretation ability, and exploration ability. Student with medium creative attitude has translation ability and interpretation ability, but hasn’t exploration ability. Student with low creative attitude has translation ability, but hasn’t interpretation ability and exploration ability

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Solutions To Calendar

Mathematics Teacher ◽

10.5951/mt.89.2.0130 ◽

1996 ◽

Vol 89 (2) ◽

pp. 130-131

Keyword(s):

High School ◽

Mathematics Education ◽

Education Student ◽

University Of Georgia ◽

Ann Arbor ◽

Saint Francis ◽

The University ◽

Student Association ◽

Mass Problems

Problems 1–3 were submitted by Karen Doyle Walton, Allentown College of Saint Francis de Sales, Center Valley, PA 18034, and Zachary Walton, a student at Haryard Uniyersity, Cambridge, Mass. Problems 4–5 were furnished by Doug Wagner, 1995 PineDa Drive, Grayson, GA 30221. Problems 6–14 and 16–20 were sent in by teachers at Adlai E. Stevenson High School, Lincolnshire, IL 60069: 6, 7, and 19 by Dene Hamilton; 8, 9, and 10 by Joe Bettina; 11, 12, and 20 by Kathie Rauch; 13 by Neal Roys; 14 and 16 by Tim Kanold; and 17 and 18 by Scott Oliver. Problems 21–24 and 26–28 were created by the Mathematics Education Student Association at the University of Georgia, Athens, GA 30602: Karen Bell, Denise Spangler Mewborn, Mary Beth Searcy, Barry Shealy, Ron Tzur, and Bryan Whitfield. Problems 15 and 25 were taken from 101 Puzzle Problems by Nathaniel B. Bates and Sanderson M. Smith (Concord, Mass.: Bates Publishing Co., 1980). Problem 29 was submitted by Melvin R. Wilson, 610 E. University, Ann Arbor, MI 48109.

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KEMAMPUAN VISUAL-SPATIAL THINKING DALAM GEOMETRI RUANG MAHASISWA UNIVERSITAS KUNINGAN

JES-MAT (Jurnal Edukasi dan Sains Matematika) ◽

10.25134/jes-mat.v2i2.349 ◽

2016 ◽

Vol 2 (2) ◽

Author(s):

Sumarni Sumarni ◽

Anggar Titis Prayitno

Keyword(s):

High School ◽

Elementary School ◽

Mathematics Education ◽

College Student ◽

Spatial Thinking ◽

Education Student ◽

Ability Test ◽

Perpendicular Line ◽

Visual Spatial ◽

Thinking Ability

Abstract Geometry is a branch of mathematics that is taught in school, from elementary school, high school and college. Student Mathematics Education Kuningan University in the course Geometry 3D which gained less than satisfactory achievements in the course of the geometry 3D. The ability visual thinking and spatial thinking affect learners' achievements in learning the geometry. Authors interested in diagnosing the difficulties Student Mathematics Education of Kuningan University in the course Geometry 3D through Ability Test of Visual-Spatial Thinking. The purpose of this study is to diagnose visual-spatial thinking abilities Student of Kuningan University and describe efforts to improve student results in the course of the geometry 3D. Based on the exposure of the work about the ability of visual-spatial thinking and discussion it can be concluded that: a) The ability of visual-spatial thinking mathematics education student Kuningan University is still low, especially students who are capable of moderate and low. Students are still experiencing difficulties in resolving problems related to the concept of a perpendicular line and projections; distance of points, lines and areas; as well as the angle between the line and the field; b) The ability of visual-spatial thinking is a skill that must be developed in studying the geometry 3D, one of the low result of learning the geometry 3D is due to the ability of visual-spatial thinking is still low; c) One effort to improve visual-spatial thinking ability of students is learning the geometry of space through problem-based learning with assisted software GeoGebra.Keywords: Visual-Spatial Thinking Ability, Geometri 3D

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Comparison of Metacognition Awareness of Mathematics and Mathematics Education Students Based on the Ability of Mathematics

International Journal of Trends in Mathematics Education Research ◽

10.33122/ijtmer.v2i3.118 ◽

2019 ◽

Vol 2 (3) ◽

pp. 124

Author(s):

La Misu ◽

I Ketut Budayasa ◽

Agung Lukito ◽

Rosdiana Rosdiana

Keyword(s):

Mathematics Education ◽

Metacognitive Awareness ◽

Mathematical Ability ◽

Education Student ◽

Mathematics Students ◽

Education Students ◽

Mathematical Abilities ◽

The Difference ◽

And Mathematics ◽

Mathematics Department

Awareness of metacognition is one of mental process that occurs when a person knows what he thinks, including the knowledge and awareness to do something or realize the reason that. The purpose of this study is (1) to describe how the metacognition awareness of mathematics student and mathematics education student based on mathematical ability, and (2) to know the difference metacognitive awareness between of mathematics students with math education students based on mathematical ability. This research subject are the Department of Mathematics and Mathematics Education students of Halu Oleo University Kendari, Indonesia. This research is ex post facto by the data analysis using descriptive and inferential approach. Descriptive approach used to describe the level of metacognitive awareness of mathematics students and mathematics education students based on his mathematical abilities, whereas inferential approach used to see the difference in metacognition awareness of mathematics students and mathematics education students based math skills. The results of this study are: (1) the level of students metacognition awareness of Mathematics Department, generally located on level strategic use and level reflective use, while the level of students metacognition awareness of Education Mathematics Department, generally located on level aware use; (2) there is a significant difference between the awareness metacognition of math students with mathematics education student based on his mathematical abilities, and awareness metacognition of math student better than mathematics education students.

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PENERAPAN METODE PROBLEM SOLVING DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PADA MATA KULIAH ALJABAR DAN TRIGONOMETRI

MES: Journal of Mathematics Education and Science ◽

10.30743/mes.v3i2.496 ◽

2018 ◽

Vol 3 (2) ◽

pp. 159-166

Author(s):

Imelda Imelda

Keyword(s):

Mathematics Education ◽

Action Research ◽

Problem Solving ◽

Education Program ◽

Education Student ◽

Math Problem ◽

Mathematics Problem Solving ◽

Math Problem Solving ◽

Catholic University ◽

Mathematics Problem

Abstract. This study is a classroom action research. The purpose of this research is (1) to describe the application of problem solving method in improving mathematics problem solving students of mathematics education program of Catholic University of Santo Thomas North Sumatera and (2) to describe the improvement of mathematics problem solving ability of mathematics education student in Algebra and Trigonometry. The result of this research shows that the result of problem solving test of mathematics cycle I is students who do not have problem solving ability as much as 3 people (30%), while students have math problem solving ability as much as 7 people (70%) and percentage of observation sheet lecturer activity amounted to 70.90%. Based on the result of math problem solving test in cycle 2, there were 1 (10%) students who did not have the ability to solve mathematics problem, while the students who have problem solving ability 9 students (90%) and lecturer activity percentage of 85.50% experienced an increase from cycle I of 6.5%. Based on the results of this acquisition then the group (classical) can be said that students have the ability to solve problems in Algebra and Trigonometry courses and increase problem-solving abilities by 20%. Keywords: problem solving method and problem solving ability.

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Matriculation: A Program to Increase the Initial Ability of Mathematics Education Student

10.2991/assehr.k.211219.016 ◽

2022 ◽

Author(s):

Ika Noviantari

Keyword(s):

Mathematics Education ◽

Education Student

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Implementation Studies in Mathematics Education: What Theoretical Resources?

Implementation and Replication Studies in Mathematics Education ◽

10.1163/26670127-01010002 ◽

2021 ◽

Vol 1 (1) ◽

pp. 21-52

Author(s):

Michèle Artigue

Keyword(s):

Mathematics Education ◽

Large Scale ◽

Inquiry Based Learning ◽

Design Based Research ◽

External Resources ◽

Learning And Teaching ◽

Replication Studies ◽

Documentational Approach ◽

Implementation Studies ◽

The One

Abstract This article is devoted to the theoretical resources likely to support implementation studies. After the introductory section, we focus on the potential offered by resources internal to the field of mathematics education, especially those offered by design-based research, by the systemic and ecological perspective underlying the anthropological theory of the didactic, and by the documentational approach to didactics regarding the teachers’ relationship with educational resources. We then examine particular examples of implementation studies, paying specific attention to the way they combine internal and external resources. For that purpose we consider on the one hand, European projects aiming at the large-scale implementation of inquiry-based learning and teaching in STEM education, especially the PRIMAS project, and on the other hand, the contributions to the thematic working group devoted to implementation and replication studies at CERME 10 and CERME 11. We conclude with more general reflections.

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