scholarly journals Linking Photography and Mathematics with the Use of Technology

2019 ◽  
Vol 1 (1) ◽  
pp. 262-266
Author(s):  
Karina A. Rizzo ◽  
Laura S. del Río ◽  
Mónica E. Manceñido ◽  
Zsolt Lavicza ◽  
Tony Houghton
Keyword(s):  
Collaborative Learning ◽  
Mathematics Learning ◽  
Learning Approach ◽  
Mathematical Content ◽  
Surrounding Environment ◽  
Use Of Technology ◽  
School Teaching ◽  
And Mathematics ◽  
Selection Of

AbstractIn this paper, we describe an inclusive, collaborative learning approach in which both able and less able students engaged together in a contest combining Photography, Mathematics and Technology, in our case GeoGebra. Following three cycles of the contest, we analysed a selection of entries and the related post-participation survey. Based on the analysis, we concluded that the combination of these approaches could help to engage students with mathematical content by relating art, their surrounding environment with mathematics. This approach enabled us to offer different ways of mathematics learning through providing contexts for exploration and students’ creation of their own contents. Results also showed that school teaching is sometimes insufficient to solve emerging problems and this challenged students to find new kinds of solutions supported by new tools and concepts. It also allowed students to think creatively by inviting them to work together to develop their own questions, problems, and facilitating learning by research.

scholarly journals Out of school opportunities for science and mathematics learning: Environment as the third educator

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Valeria M. Cabello ◽  
Vesna Ferk Savec
Keyword(s):  
Mathematics Learning ◽  
Special Topic ◽  
The Third ◽  
Educational Spaces ◽  
School Learning ◽  
And Mathematics ◽  
Conclusion Section ◽  
Selection Of ◽  
Out Of School

Out-of-school environments offer a unique opportunity for experiental learning which transcends the role of educational resources and teachers. This article introduces the special topic of out-of-school learning in science and mathematics education. First, we present the theoretical underpinnings from the movement towards crossing the boundaries of school in educational practices and broadening educational spaces. We continue with the key facets of out-of-school learning through a constructivist approach, aided by the concept of mediation environments as the third educator from a socio-material perspective. Furthermore, we focus our discussion on a selection of articles from this special number as an international overview on out-of-school learning. In the conclusion section, we discuss the gaps that the following works fill, as well as new questions that arise in the area. The closing remarks highlight the promotion of active learning in students, considering the role of the environment as the third educator. 

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 PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM): DAMPAKNYA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DAN LITERASI AL-QUR’AN

2021 ◽  
Vol 9 (4) ◽  
pp. 360-372
Author(s):  
Yovi Imeysa ◽  
Farida Farida ◽  
Suherman Suherman ◽  
Tia Agnesa
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Homogeneity Test ◽  
Learning Approach ◽  
Stem Learning ◽  
Mathematical Concepts ◽  
Science Technology ◽  
Flat Side ◽  
Analysis Technique ◽  
And Mathematics

This study aimed to determine the effect of the STEM (Science, Technology, Engineering, and Mathematics) learning approach on the ability to understand mathematical concepts in terms of students' Al-Qur'an literacy. This research is a Quasy Experimental Design research with a 2×3 factorial research design. The data collection techniques in this study were in the form of a concept understanding test and an Al-Qur'an literacy questionnaire. The data analysis technique used is the normality test and homogeneity test, and the Two-way ANOVA test. Based on the results of the study, it was concluded that there was an effect of the STEM learning approach (Science, Technology, Engineering, and Mathematics) on the ability to understand students' mathematical concepts in the material of Building Flat Side Space. There is no influence of Al-Qur'an literacy on the ability to understand students' mathematical concepts in the material of Constructing Flat Sided Space. There is no interaction between the treatment of the STEM learning approach (Science, Technology, Engineering, and Mathematics) with the Al-Qur'an literacy category on the ability to understand mathematical concepts in the matter of Constructing Flat Sided Space.

scholarly journals Pola Penerapan Metode Co-Op Co-Op dan Strategi Peninjauan Kembali dalam Pembelajaran Matematika untuk Meningkatkan Keaktifan Dan Kreativitas Siswa

2018 ◽  
Vol 6 (1) ◽  
pp. 70
Author(s):  
Muhammad Istiqlal
Keyword(s):  
Mathematics Learning ◽  
Learning Approach ◽  
Learning Methods ◽  
Student Activity ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Modern Learning ◽  
Low Activity ◽  
Selection Of

Abstrak Keaktifan dan kreativitas siswa dalam pembelajaran matematika masing tergolong rendah. Terdapat banyak hal yang mempengaruhi rendahnya keaktifan dan kreativitas siswa. Salah satu yang menyebabkannya adalah pemilihan metode pembelajaran yang kurang tepat. Pemilihan metode pembelajaran harus didasarkan pada karakteristik materi dan karakteristik siswa. Pendekatan pembelajaran modern saat ini menuntut siswa untuk berusaha membangun sendiri pengetahuannya. Bantuan guru harus diminalisir agar siswa memiliki kebebasan untuk menemukan pengetahuannya sendiri. Dengan demikian siswa dapat terlibat aktif dalam pembelajaran, dan kreatif dalam menemukan solusi permasalahan matematika. Kombinasi metode co-op dan strategi peninjauan kembali dimungkinkan untuk meningkatkan keaktifan dan kreativitas siswa. Penelitian ini menyimpulkan bahwa penerapan metode Co-op Co-op dan strategi peninjauan kembali pada pembelajaran matematika kelas VIII SMP Sunan Averroes Yogyakarta dapat meningkatkan aktivitas siswa. Dari hasil angket dapat diketahui bahwa terdapat adanya peningkatan aktivitas siswa dari siklus I ke siklus II yaitu sebesar 6,55 %. Penelitian ini menyimpulkan bahwa penerapan metode Co-op Co-op dan strategi peninjauan kembali pada pembelajaran matematika kelas VIII SMP Sunan Averroes Yogyakarta dapat meningkatkan kreativitas siswa. Dari hasil angket diketahui bahwa peningkatan kreativitas siswa dari siklus I ke siklus II yaitu sebesar 6,53 %. Kata Kunci: Metode Co-op co-op, strategi peninjauan kembali, keaktifan, kreativitas Abstract Activity and creativity of students in learning mathematics each classified as low. There are many things that affect the low activity and creativity of students. One of the causes is the selection of inappropriate learning methods. The selection of learning methods should be based on the topic and students characteristics. The modern learning approach requires students to try to build their own knowledge. Teacher help must be minimalized so that students have the freedom to find their own knowledge. Thus students can be actively involved in learning, and creative in finding solutions to mathematical problems. The combination of co-op method and review strategy is possible to improve students' activity and creativity. This research concludes that the application of Co-op Co-op method and review strategy on 7th grade mathematics learning at SMP Sunan Averroes Yogyakarta can increase student activity. From the questionnaire results can be seen that there is an increase in student activity from cycle I to cycle II that is equal to 6.55%. This research concludes that the application of Co-op Co-op method and review strategy on 7th grade mathematics learning at SMP Sunan Averroes Yogyakarta can improve students' creativity. From the result of questionnaire, it is known that the improvement of student creativity from cycle I to cycle II is 6.53%. Keywords: Co-op co-op method, review strategy, activity, creativity

scholarly journals Business School Teaching of Research Methods – A Review of Literature and Initial Data Collection for Undergraduate Business School Students

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Anthony Mitchell ◽  
Martin Rich
Keyword(s):  
Collaborative Learning ◽  
Data Collection ◽  
Research Methods ◽  
Business School ◽  
Business Students ◽  
Learning Approach ◽  
Management Research ◽  
Dyadic Relationship ◽  
Collective Models ◽  
School Teaching

This paper reviews approaches to teaching research methods and the effectiveness of the student supervisor relationship in managing research projects. Corporate scandal, changes in society, the emergence of online technologies and a need to reduce teaching costs have all led business schools to change their curriculum including how research methods are taught and undergraduate and postgraduate projects supervised. Management research, and the manner in which research methods are both taught and practiced continue to make a key contribution and play a significant role in the partnership between academia and practice. Virtual learning has been helpful in a better understanding of research methods, developing critical thinking and understanding issues in more depth that are briefly covered in class. Researchers have found that the blending learning approach and use of computer‑mediated discourse supported a collaborative learning approach and resulted in more active and reflective learners (Altinay and Paraskevas, 2007). Despite this positive example, the use of technology for learning has generally been limited to supplementing face to face learning (Thomas and Thomas, 2012). The class is increasingly culturally diverse, students more mobile while academics may be Anglo‑centric and westernised. Supervision needs to be responsive to the changing needs and ambitions of the student; to move away from a dyadic relationship between supervisor and student, and emphasise the importance of collaborative learning environments and collective models of supervision (Malfroy, 2005). Literature reviewing three related research questions is presented. Questions remain as to whether changes are driven by a need to reduce cost or improve pedagogy. Data collection has started with undergraduate business students through pilot surveys and interviews to gain an improved understanding of the trends, initiatives and best practice. A further paper will explore in more detail postgraduate business students. At a time when some schools are moving more content on‑line and seeking new forms of assessment so there is a need to ensure that management research continues to fulfil a contribution towards intellectual and practical understanding. Corona virus has made this need more urgent.

scholarly journals The influence of science, technology, engineering, and mathematics (STEM) learning approaches on learning outcomes

2021 ◽  
Vol 2126 (1) ◽  
pp. 012017
Author(s):  
P Andriani ◽  
Muhammad Ali ◽  
M Jarnawi
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Average Score ◽  
Control Group ◽  
Learning Approach ◽  
Stem Learning ◽  
Physics Learning ◽  
Science Technology ◽  
Scientific Approach ◽  
And Mathematics

Abstract The objective of the study is to discover the effect of the Science, Technology, Engineering, and Mathematics (STEM) learning approach on the physics learning outcomes The study is considered as quasi-experimental research by implementing the non-equivalent, pretest-posttest as the research design. There were two science classes of SMA Negeri 1 Sindue Tobata were selected as the sample of the study. The Science, Technology, Engineering, and Mathematics learning approach was applied to the experimental class while the scientific approach was applied to the control class. The learning outcomes test obtained showed that the average score of the experimental group was 15.95 and the average score of the control group was 12.25. Based on the results of hypothesis testing, obtained that tcount=3.00 and t_(0.0975(38))=2.024 at a significance level of a=0.05. It means that the value of t_count is outside the acceptance area of H_0. The findings concluded that there were differences in physics learning outcomes between the students who were taught by using STEM approach and the students who were only taught by implementing the scientific approach in SMA Negeri 1 Sindue Tobata.

scholarly journals EDUCATORS’ PERCEPTION OF BLENDED LEARNING MODELS ON MATHEMATICS LEARNING

2020 ◽  
Vol 5 (1) ◽  
pp. 83-92
Author(s):  
Ayu Faradillah ◽  
Windia Hadi
Keyword(s):  
Blended Learning ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
Learning Models ◽  
And Mathematics ◽  
Online Assignments ◽  
Selection Of

The main objective of this research is to analyze and compare educators' perceptions of the application of the BL model in mathematics learning. The stages of research carried out in this study began with the manufacture of questionnaires both for educators and students. Next the researchers asked one of the lecturers and mathematics teachers to validate it. Based on the results of the validation conducted, the questionnaire was declared to be appropriate to be used by correcting a selection of words so it would not have a double meaning. In the next stage, researchers distributed the questionnaire to educators in schools and universities in several provincies in Indonesia After obtaining the data, researchers analyzed the data using WinStep. The results of the questionnaire showed that there was one question on the questionnaire that was difficult to be agreed upon by lecturers and teachers, namely the 16th statement that revealed students felt they needed more time to complete online assignments when dealing with graphics / diagrams / tables / other on mathematical material

scholarly journals Urgensi Pendidikan STEM Terhadap Literasi Sains Mahasiswa Calon Guru Sekolah Dasar

2019 ◽  
Vol 2 (1) ◽  
pp. 321
Author(s):  
Yuyu Yuliati ◽  
Dudu Suhandi Saputra
Keyword(s):  
Preservice Teachers ◽  
Scientific Literacy ◽  
Mathematics Learning ◽  
Global Issues ◽  
Global Era ◽  
Science Technology ◽  
Use Of Technology ◽  
Rapid Changes ◽  
And Mathematics

Education has a very central role in building quality human resources in order to survive and live life in a global era full of competition, so we need a pattern of science learning that is oriented to the paradigm of technology-based learning. Science, Technology, Engineering, And Mathematics learning is one of learning that is able to develop the competencies of students to solve problems faced in everyday life through the use of technology. Since the role of teachers in education is very important, preservice teachers of primay school must have a deep knowledge of science. In other words, preservice teachers of primay school must have good scientific literacy. scientific literacy is one of the important aspects that must be mastered by preservice teachers of primay school, because it influences the learning process in elementary school. scientific literacy is very important to solve various problems related to ethics, morals and global issues due to rapid changes in the fields of science and technology.

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