The effects of a problem-based learning intervention on primary students' performance on greatest common factor and least common multiple and on their attitudes towards mathematic

2022 ◽  
Vol 31 (1) ◽  
pp. 51
Author(s):  
Tsung Lung Tsai ◽  
Hui Chuan Li
Keyword(s):  
Common Factor ◽  
Problem Based Learning ◽  
Primary Students ◽  
Common Multiple ◽  
Least Common Multiple ◽  
Learning Intervention

scholarly journals The Implementation of APIQ Creative Mathematics Game Method in the Subject Matter of Greatest Common Factor and Least Common Multiple in Elementary School

2017 ◽  
Author(s):  
Ansari Saleh Ahmar ◽  
Abdul Rahman ◽  
Andi Nurani Mangkawani Arifin ◽  
Dewi Satria Ahmar ◽  
M. Agus ◽  
...  
Keyword(s):  
Elementary School ◽  
Subject Matter ◽  
Common Factor ◽  
Traditional Learning ◽  
Learning Method ◽  
Common Multiple ◽  
Least Common Multiple ◽  
Causal Factors ◽  
Learning Mathematics ◽  
The Subject

One of causal factors for uninterested feeling of the students in learning mathematics is a monotonous learning method, like in traditional learning method. One of the ways for motivating students to learn mathematics is by implementing APIQ (Aritmetika Plus Intelegensi Quantum) creative mathematics game method. The purposes of this research are (1) to describe students’ responses toward the implementation of APIQ creative mathematics game method on the subject matter of Greatest Common Factor (GCF) and Least Common Multiple (LCM) and (2) to find out whether by implementing this method, the student’s learning completeness will improve or not. Based on the results of this research, it is shown that the responses of the students toward the implementation of APIQ creative mathematics game method in the subject matters of GCF and LCM were good. It is seen in the percentage of the responses were between 76-100%. (2) The implementation of APIQ creative mathematics game method on the subject matters of GCF and LCM improved the students’ learning.

A simplified presentation for finding the LCM and the GCF

1974 ◽  
Vol 21 (5) ◽  
pp. 415-416
Author(s):  
Laurence Sherzer
Keyword(s):  
Common Factor ◽  
Common Multiple ◽  
Least Common Multiple ◽  
Prime Factors ◽  
Positive Integers

Given the prime factors of two positive integers, the least common multiple (LCM) of these two numbers is the product of the union of these prime factors, and the greatest common factor (GCF) is the product of the intersection of these prime factors. If we could just state this fact to our students and be understood, our job of teaching them to find the LCM or the GCF of two numbers would be greatly simplified. Unfortunately, as in most teaching, simple verbal statements do not suffice.

Greatest Common Factor and Least Common Multiple

1984 ◽  
Vol 31 (8) ◽  
pp. 43-44
Author(s):  
Charles E. Lamb ◽  
Lyndal R. Hutcherson
Keyword(s):  
Common Factor ◽  
Computational Algorithms ◽  
Common Multiple ◽  
Least Common Multiple

The greatest common factor and the least common multiple are two concepts that are important in their own right as well as crucial to the development of other topics in mathematics. Unfortunately, these two topics can be difficult for students to understand even apart from the process of computing numerical values for them. This article discusses some strategies for avoiding misconceptions of these ideas and reviews some computational algorithms for them.

Teacher to Teacher: Finding Common Ground

1999 ◽  
Vol 5 (4) ◽  
pp. 236
Author(s):  
Elizabeth H. Bradley
Keyword(s):  
Common Ground ◽  
Common Factor ◽  
Common Multiple ◽  
Least Common Multiple ◽  
Visual Aid

IF YOUR STUDENTS CONFUSE GREATEST common factor (GCF) with least common multiple (LCM), try this approach, which employs a diagram as a visual aid and can be used to reduce fractions.

LH LABELING OF GRAPHS

2021 ◽  
Vol 10 (4) ◽  
pp. 2167-2179
Author(s):  
M. Farisa ◽  
K.S. Parvathy
Keyword(s):  
Common Factor ◽  
Natural Numbers ◽  
Common Multiple ◽  
Least Common Multiple ◽  
Bijective Function

A graph $G$ with $n$ vertices is said to have an LH labeling if there exists a bijective function $f: V(G)$ to $\{1,2,3,\ldots ,n\} $ such that the induced map $f^*: E(G)\rightarrow N$, the set of natural numbers defined by $f^*(uv) = \frac{LCM(f(u), f(v))} {HCF(f(u),f(v))}$ is injective (LCM and HCF denotes the least common multiple and highest common factor respectively). A graph that admits an LH labeling is called an LH graph. This article explores the results of LH Labeling of some standard graphs.

scholarly journals Pemanfaatan permainan tradisional untuk media pembelajaran: Congklak bilangan sebagai inovasi pembelajaran matematika sekolah dasar

2019 ◽  
Vol 15 (1) ◽  
pp. 14-22
Author(s):  
Christina Kartika Sari ◽  
Ana Muslihatun ◽  
Lutfianisa Cahyaningtyas ◽  
Rangga Narandera La Hasaleh Khaimmudin ◽  
Ridhy Nizar Fijatullah ◽  
...  
Keyword(s):  
Active Learning ◽  
Community Service ◽  
Mathematics Learning ◽  
Common Factor ◽  
Learning Approach ◽  
Service Program ◽  
Common Multiple ◽  
Least Common Multiple ◽  
Fourth Grade Students ◽  
Traditional Game

[Bahasa]: Kegiatan pengabdian ini bertujuan untuk mengenalkan Congklak Bilangan (COGAN) sebagai media pembelajaran matematika, khususnya materi Faktor Persekutuan Terbesar (FPB) dan Kelipatan Persekutuan Terkecil (KPK), dan upaya untuk membantu siswa dalam memahami konsep FPB dan KPK. Selain itu, kegiatan ini merupakan upaya untuk melestarikan permainan tradisional congklak. Sasaran kegiatan ini adalah siswa kelas IV Sekolah Dasar (SD) Negeri 3 Karangasem. Kegiatan dikemas mengunakan metode pelatihan dan pendampingan, dengan pendekatan participant active learning. Kegiatan dilaksanakan dalam lima tahapan, yakni penyampaian materi FPB dan KPK, pemutaran video untuk pengenalan congklak, pembuatan COGAN, penggunaan COGAN dalam pembelajaran FPB dan KPK, dan terakhir evaluasi kegiatan. Berdasarkan hasil survei pada akhir kegiatan pengabdian menunjukkan bahwa 84,6% siswa menyatakan desain COGAN menarik dan 88% siswa menyatakan bahwa pembelajaran matematika dengan COGAN berlangsung menyenangkan. Hasil pengabdian ini dapat menjadi alternatif bagi guru untuk mengenalkan konsep FPB dan KPK dalam pembelajaran matematika. Kata Kunci: congklak bilangan; media pembelajaran matematika; permainan tradisional [English]: This community service program aims to introduce Congklak Bilangan (COGAN) as a mathematics learning media for the greatest common factor (GCF) and least common multiple (LCM) topics and help students understand the concepts of GCF and LCM. Besides, this program is also an effort to preserve traditional game, Congklak. The subjects are fourth-grade students. The program was conducted by training and mentoring method which refers to the participant active learning approach. The program was done in five stages, namely teaching GFC and LCM topics, playing videos for the introduction of congklak, making COGAN, using COGAN in GFC and LCM learning, and having evaluation. Based on the post-training survey, 84.6% of students stated that the COGAN design is interesting and 88% of students agreed that learning with COGAN is fun. The results can be an alternative for teachers to introduce the concept of GCF and LCM in mathematics learning. Keywords: congklak bilangan, GCF and LCM; learning media; traditional game

scholarly journals PENGEMBANGAN VIDEO PEMBELAJARAN IPA UNTUK KELAS IV SDN

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Ismailah Ismailah
Keyword(s):  
Data Collection ◽  
Research And Development ◽  
Natural Science ◽  
Research Methodology ◽  
Common Factor ◽  
Common Multiple ◽  
Least Common Multiple ◽  
The Subject ◽  
Addie Model ◽  
Model Approach

Learning must be carried out in an interactive, innovative and fun way so that students do not feel bored when following the subjects presented. This study aims to design a learning video for the fourth grade natural science subjects on the subject of the least common multiple and the greatest common factor. This research was conducted in Tanah Tinggi 06 Petang Elementary School, Central Jakarta.  The research methodology used research and development with the ADDIE model approach which contains five steps; a) Analysis, b) Design, c), Develop, d), Implement, e). Evaluate. Data collection using questionnaires and tests, the validator consists of two experts and one teacher. The results of the validation of learning videos are categorized as good and learning video products are suitable for use in larger groups.

Another Look at Least Common Multiple and Greatest Common Factor

1978 ◽  
Vol 25 (6) ◽  
pp. 52-53
Author(s):  
Loren L. Henry
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Common Factor ◽  
Middle School Mathematics ◽  
Common Multiple ◽  
Least Common Multiple ◽  
Prime Factorization ◽  
Problem Solving Skills ◽  
Whole Numbers ◽  
Main Disadvantage

Most contemporary middle school mathematics programs use the notion of prime factorization to obtain the least common multiple and the greatest common factor of a pair of natural or whole numbers. Success in determining the least common multiple or greatest common factor for a pair of numbers then depends on the ability to obtain the prime factorization for any given number. The main disadvantage of this approach arises when either of the pair of numbers is quite large. For example, determining the least common multiple of 2464 and 7469 by prime factorization involves knowledge of divisibility tests for primes and of the primes themselves. The purpose of this paper is to examine another method for obtaining the least common multiple and greatest common factor of a pair of numbers without using prime factorization. These methods provide opportunities for students to make and test conjectures about the possible generalizations of the results to more than two numbers. Such conjecturing should aid students in developing problem-solving skills.

Sharing Teaching Ideas

1988 ◽  
Vol 81 (8) ◽  
pp. 648-652
Author(s):  
Paul A. Klein
Keyword(s):  
Common Factor ◽  
Common Denominator ◽  
Common Multiple ◽  
Least Common Multiple ◽  
Prime Factors ◽  
Instructional Sequences ◽  
Teaching Ideas

Few arithmetic skills have eluded as many students as those used in reducing fractions or in obtaining the least common denominator of two fractions. In the more popular instructional sequences the general concepts of greatest common factor (GCF) and least common multiple (LCM) are developed first Usually, these concepts involve the decomposition of the numbers into prime factors as shown in example 1.

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