scholarly journals Overcoming Challenges in Assessing Mathematical Reasoning

2021 ◽  
Vol 46 (8) ◽  
pp. 17-30
Author(s):  
Sandra Herbert ◽  
Keyword(s):  
Mathematical Reasoning ◽  
Primary Teachers ◽  
Teacher Experience ◽  
Student Reasoning ◽  
Teacher Noticing ◽  
Government Schools ◽  
Mathematical Concepts ◽  
Work Samples ◽  
Collaborative Efforts ◽  
Experience Difficulty

Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at 4 Victorian government schools at two post- lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers’ collaborative efforts to assess their students’ reasoning from students’ work samples. The data included transcripts of all the reflective sessions; written work samples; and associated completed rubrics. Analysis of these data enabled identification of seven challenges teachers experienced in assessing reasoning: Limited guidance provided by curriculum documents; Teachers’ knowledge of reasoning; Teacher noticing and interpretation of student reasoning; Students’ difficulties in articulating their reasoning; Assessing progress in reasoning; Inadequacy of work samples; and Challenges in tracking and reporting student progress in reasoning. The discussion presents strategies to overcome these challenges.

scholarly journals Analisis kendala pemahaman bahasa untuk mengembangkan kemampuan bernalar matematika siswa

2021 ◽  
Vol 9 (2) ◽  
pp. 61
Author(s):  
Anis Hidayati MS ◽  
Alex Haris Fauzi
Keyword(s):  
Qualitative Research ◽  
Mathematical Reasoning ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Descriptive Approach

Understanding of language is closely related to mathematical reasoning, because language has function as a means of communication to convey ideas or ideas to others. Submission of mathematical ideas delivered by students will show how far the level of student understading of the mathematical concepts they have. This research is a qualitative research with a descriptive approach which aims to describe the obstacles faced by students when using language on mathematical reasoning. Data obtained from observations, interviews, questionnaires, and documentations. Based on the results of the analysis conducted, it can be seen that constraints faced by students when using language on mathematical reasoning are feelings of shame and inferiority, difficulty understanding the sentence, and lack of vocabulary students have.

scholarly journals Validitas Lembar Kerja Peserta Didik Berbasis Penemuan Terbimbing dalam Upaya Meningkatkan Pemahaman Konsep dan Kemampuan Penalaran Matematis

2018 ◽  
Vol 1 (2) ◽  
pp. 56
Author(s):  
Aan Putra ◽  
Hendra Syarifuddin ◽  
Zulfah Zulfah
Keyword(s):  
Qualitative Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematical Reasoning ◽  
Mathematical Concepts ◽  
Guided Discovery ◽  
Reasoning Abilities ◽  
Teaching And Learning Quality ◽  
Abstract Learning

Abstract. Learning equipment is important things that determine the quality of the learning process and output. We need a study about validity, practicality, and effectiveness of the learning equipment to ensure teaching and learning quality. The purpose of this research is to evaluate the validity of the learning equipment based on guided discovery, especially the students’ worksheets. This research was a descriptive qualitative research that provides the result of students’ worksheets and experts recommendation. The experts who validated these student’s worksheets were three experts on mathematics education. The instruments used in this study was the validation sheets for LKPD. The result of validation sheets analysis for LKPD showed that in general, the students’ worksheets were valid. The validity of the didactical aspect and contents aspect sequently were 0,667 dan 0,704. Keywords: students’ worksheets, guided discovery, mathematical concepts understanding, mathematical reasoning abilities Abstrak. Perangkat pembelajaran merupakan kelengkapan pelaksanaan proses pembelajaran yang sangat penting dan menentukan capaian proses dan hasil pembelajaran. Untuk menjamin kualitas perangkat pembelajaran, dibutuhkan kajian khusus untuk menilai validitas, praktikalitas dan efektifitas perangkat pembelajaran yang digunakan. Penelitian ini bertujuan untuk menilai aspek validitas perangkat pembelajaran, khususnya Lembar Kerja Peserta Didik (LKPD) berbasis penemuan terbimbing yang digunakan dengan tujuan meningkatkan kemampuan pemahaman konsep dan penalaran matematis siswa. Penelitian ini merupakan penelitian kualitatif deskriptif yang menyajikan data hasil validasi dan saran validator terhadap validitas LKPD berbasis penemuan terbimbing. Validator terdiri dari tiga orang pakar pendidikan Matematika. Instrumen yang digunakan adalah lembar validasi LKPD. Hasil analisis terhadap lembar validasi menunjukkan bahwa secara umum LKPD memenuhi kriteria valid. Validitas aspek didaktik dan aspek isi berturut-turut adalah 0,667 dan 0,704. Kata Kunci: validitas lembar kerja peserta didik,  penemuan terbimbing, pemahaman konsep matematis, kemampuan penalaran matematis

Don't Give Up Yet!!!

1978 ◽  
Vol 26 (3) ◽  
pp. 42-43
Author(s):  
Beth Ellen Lazerick ◽  
Carolyn Karafin Harris
Keyword(s):  
Learning Disabilities ◽  
Brain Injury ◽  
Grade Level ◽  
Teaching Materials ◽  
Mathematical Concepts ◽  
Conventional Teaching ◽  
Experience Difficulty

Children who experience difficulty in understanding basic mathematical concepts and in learning standard algorithms are probably sitting in every classroom. Sometime these children are labeled “slow” and show symptoms of a child with learning disabilities or brain injury. Other times these children are the ones who have simply not been “reached” by teachers and they exhibit signs of frustration and a distrust of mathematics in general. Although the children who are working appropriately with grade level material may need continued review, practice, and reinforcement with materials and experience to learn concepts, children who are having difficulty with learning basic mathematics with conventional teaching materials and methods may need different or special techniques and aids to augment learning.

Nurturing young student mathematicians

2012 ◽  
Vol 29 (2) ◽  
pp. 140-153 ◽  
Author(s):  
M. Katherine Gavin ◽  
Tutita M. Casa
Keyword(s):  
Mathematical Reasoning ◽  
Field Tests ◽  
Young Student ◽  
Mathematical Concepts ◽  
Achievement Gains ◽  
Technological Advances ◽  
Education Today ◽  
Significant Achievement ◽  
And Mathematics ◽  
High Level

Developing mathematical talent in our students should be of primary consideration in education today as nations respond to the challenges of economic crises and ever-changing technological advances. This paper describes two U.S. federally funded curriculum projects, Project M3, Mentoring Mathematical Minds, and Project M2, Mentoring Young Mathematicians for students ages 5 through 12. These projects foster in-depth understanding of advanced mathematical concepts by challenging and motivating students to solve and discuss high-level problems in a fashion similar to practicing mathematicians. The curricula have undergone national field tests with proven research results showing significant achievement gains for students studying the curricula over a comparison group of like-ability students. This paper outlines the philosophy behind each program and its connection to the literature and best practices in the fields of gifted education and mathematics education. Next, specific instructional strategies integral to both curricula are outlined. These strategies help teachers establish a community of learners that promotes rich discussions as a platform for posing and solving interesting problems, constructing viable arguments, and defending as well as critiquing solutions. Finally, strategies to help young student mathematicians develop clear and logical written justifications for their mathematical reasoning and share their creative insights are described.

Self-Reported Work and Family Stress of Female Primary Teachers

2003 ◽  
Vol 47 (1) ◽  
pp. 73-87 ◽  
Author(s):  
Narelle Thomas ◽  
Valerie Clarke ◽  
Judy Lavery
Keyword(s):  
Family Stress ◽  
Cumulative Effect ◽  
Primary Teachers ◽  
Work And Family ◽  
Self Report ◽  
Child Rearing ◽  
Government Schools ◽  
Major Work ◽  
Work Family ◽  
The Impact

Stress arising in the domain of work and family can have a cumulative effect, and can spill over across the domains. The work-family interface has received little attention in teacher stress research, therefore the present study aimed to investigate work and family stress among teachers. Self-report questionnaires were distributed to 102 female, primary teachers from government schools in the Geelong area. Responses were used to: (a) identify the major work and family stressors; (b) identify the contributions of perceived work and family stress to perceived global stress; and (c) explore the impact that work and family stress have on each other. Overall the teachers reported moderate levels of global, work and family stress. Time and workload pressure was the major work stressor, and responsibility for child rearing the major family stressor. Work stress and home stress both impacted on each other. The implications of the findings were discussed.

scholarly journals PENGEMBANGAN KURIKULUM MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN SISWA DALAM PENALARAN DAN PEMECAHAN MASALAH

2019 ◽  
Vol 1 (1) ◽  
pp. 15-27
Author(s):  
Yogi Anggraena
Keyword(s):  
Problem Solving ◽  
International Student ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Student Assessment ◽  
National Council ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
International Student Assessment ◽  
Study Results

The Trending topic in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) have become a new standard for mathematics learning. One of the objectives of the study from TIMSS and PISA is to know the students' abilities in reasoning, identifying, and understanding, and using the basic mathematics needed in daily life. Or in other words, students must have mathematical literacy. The concept of mathematical literacy is intended the ability of individuals to formulate, use, and interpret mathematics in various contexts. This includes mathematical reasoning and using mathematical concepts, procedures, facts, and equipment to describe, explain, and predict phenomena or events (OECD, 2013). Indonesia has participated in TIMSS and PISA studies several times, from the TIMSS and PISA study results, it shows that students have not been able to develop optimally about their thinking abilities in mathematics schools and are still low in ability (1) to understand complex information, (2) theory , analysis and problem solving, (3) using tools, procedures and problem solving and (4) conducting investigations. In 2014, the National Council of Teachers of Mathematics (NCTM) stated that learning mathematics today is still too formal, lacks connection with the meaning, understanding, and application of mathematical concepts, and fails to give sufficient attention to the ability of reasoning and solving problem. These results indicate that there needs to be a change in curriculum orientation, which is not to burden students with content but prioritize the aspects of essential abilities needed by all citizens to participate in developing their country in the 21st century. Therefore it is necessary to develop a mathematics curriculum that enhances students' abilities in reasoning and problem solving in order to improve the quality of mathematics for students knowledge and skill in this global era.

scholarly journals Didactic Principles of Visualization of Mathematical Concepts in Primary Education

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 70-86
Author(s):  
Maryia Urban ◽  
Halina Murauyova ◽  
Sviatlana Gadzaova
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Mathematical Reasoning ◽  
Visual Representation ◽  
Topical Issue ◽  
Educational Materials ◽  
Mathematical Concepts ◽  
Mathematical Ideas

Illustrations are traditionally used in primary education to explain mathematical reasoning, however, not every visual representation facilitates understanding of mathematical ideas. Therefore, the search for effective forms of visual representation of concepts is a topical issue of didactics. The purpose of the research, the results of which are presented in this article, is the development, substantiation of the didactic principles of concept visualization through the use of educational modeling and their implementation in the educational materials in Mathematics for primary school.

scholarly journals Classification of Student Reasoning Skills in Solving Mathematics Problems in Elementary School

2020 ◽  
Vol 9 (1) ◽  
pp. 95
Author(s):  
Joko Sulianto ◽  
Sunardi Sunardi ◽  
Sri Anitah ◽  
Gunarhadi Gunarhadi
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Students ◽  
Mathematical Reasoning ◽  
Student Reasoning ◽  
School Students ◽  
Reasoning Abilities ◽  
Mathematics Problems ◽  
Mathematical Problems

The purpose of this study was to describe the classification of students' reasoning abilities in solving mathematical problems in elementary schools. The focus of this study is the classification of students' reasoning abilities in solving mathematical problems in the elementary schools of the city of Semarang. This study uses a qualitative approach. The Research subject is elementary school students at Tambakrejo Elementary School Semarang. Data is taken using tests. Based on data analysis, the reasoning classification is as follows: 36.25% understand the meaning in low categories, 37.5% think logically in low categories, 31.1% understand negative examples in low categories, 17.05% think deductions in very low category, 18.15% think systematically in very low categories, 31.65% think consistently in low category, 34.85% make excuses and determine strategies in low category, 49.85% determine method in low category, and 24.3% draw conclusions in low category. Thus the reasoning ability of students is low, students have not been able to think logically to make connections between empirical facts and the problems faced so they are not able to draw conclusions, students have not been able to do the thinking process to make arguments so that new statements are based on facts, it is necessary to develop learning models to improve mathematical reasoning of elementary school students

Primary teachers notice the impact of language on children’s mathematical reasoning

2016 ◽  
Vol 28 (4) ◽  
pp. 523-544 ◽  
Author(s):  
Leicha A. Bragg ◽  
Sandra Herbert ◽  
Esther Yoon-Kin Loong ◽  
Colleen Vale ◽  
Wanty Widjaja
Keyword(s):  
Mathematical Reasoning ◽  
Primary Teachers ◽  
The Impact
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