scholarly journals Improving Calculus Learning Using a Scientific Calculator

2020 ◽  
Vol 2 (1) ◽  
pp. 220-227
Author(s):  
Miriam Dagan ◽  
Pavel Satianov ◽  
Mina Teicher
Keyword(s):  
Problem Solving ◽  
Conceptual Understanding ◽  
Computer Language ◽  
Mathematical Concepts ◽  
Problem Solving Skills ◽  
Learning Success ◽  
Cognitive Motivation ◽  
Long Term Experience ◽  
Scientific Calculator

AbstractThis article discusses the use of a scientific calculator in teaching calculus by using representations of mathematics notions in different sub-languages (analytical, graphical, symbolical, verbal, numerical and computer language). Our long-term experience shows that this may have a positive and significant effect on the enhancement of conceptual understanding of mathematical concepts and approaches. This transcends the basic computational uses, and implies a potential for real improvement in the learning success, cognitive motivation and problem solving skills of the student. We illustrate the steps we have taken towards doing this through some examples.

The Turtle Deserves a Star

1986 ◽  
Vol 33 (7) ◽  
pp. 14-16
Author(s):  
Rick Billstein ◽  
Johnny W. Lott
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Major Influence ◽  
Computer Language ◽  
National Council ◽  
Computing Technology ◽  
Mathematical Concepts ◽  
Problem Solving Skills ◽  
Excellent Opportunity ◽  
Mathematics Curricula

The National Council of Teachers of Mathematics recently published “The lmpact of Computing Technology on School Mathematics: Report of an NCTM Conference” (NCTM 1985). This report addresses the need for mathematics curricula and instructional methods to respond to the influence of computing technology. This report states that “the major influence of technology on mathematics education is its potential to shift the focus of instruction from an emphasis on manipulative skills to an emphasis on developing concepts, relationships, structures, and problem-solving skills.” The use of the computer language Logo offers an excellent opportunity to use technology to help develop the problem-solving skills advocated in mathematics. This article gives examples not only of how Logo might be used to teach some mathematical concepts but also of how it can be used as a problem-solving tool.

APPLICATION OF CORPUS LINGUISTICS AND PROJECT METHOD IN ENGLISH LANGUAGE TEACHING

2015 ◽  
Vol 9 (3) ◽  
pp. 36-43
Author(s):  
SUSANNA ANGURYAN
Keyword(s):  
Problem Solving ◽  
Corpus Linguistics ◽  
English Language ◽  
English Language Teaching ◽  
Lifelong Learners ◽  
Problem Solving Skills ◽  
Project Method ◽  
Language Classroom ◽  
Interdisciplinary Problems

Successful learners are active, goal-directed, self-regulatingwho assume personalresponsibility for contributing to their own learning. This is a brief introduction to the recently changed model ofteaching and learning which has been applied in a language classroom for the last two decades. The article focuses on the project method and some other methods based on Corpus Linguistics the application of which aims at allowing students to solve ‘purposeful’ problems, to explore and experience their environment with as little teacher direction as possible. Many educators are trying out relatively long-term, interdisciplinary problems in their classrooms to teach thinking and problem-solving skills. One of the most efficient tools to do that is Wikipedia, the achievement of Corpus Linguistics, which helps learners learn more effectively and so become learners for life. The aim oflearning to learn is to develop lifelong learners who are capable and motivated to learn throughout their lives, thereby raising achievement and increasing enjoyment of learning.

scholarly journals Creative Mathematical Reasoning: Does Need for Cognition Matter?

2022 ◽  
Vol 12 ◽  
Author(s):  
Bert Jonsson ◽  
Julia Mossegård ◽  
Johan Lithner ◽  
Linnea Karlsson Wirebring
Keyword(s):  
Problem Solving ◽  
Conceptual Understanding ◽  
Mathematical Reasoning ◽  
Need For Cognition ◽  
Math Performance ◽  
Equation Modeling ◽  
Positive Effects ◽  
Cognitive Motivation ◽  
Solution Methods ◽  
Creative Mathematical Reasoning

A large portion of mathematics education centers heavily around imitative reasoning and rote learning, raising concerns about students’ lack of deeper and conceptual understanding of mathematics. To address these concerns, there has been a growing focus on students learning and teachers teaching methods that aim to enhance conceptual understanding and problem-solving skills. One suggestion is allowing students to construct their own solution methods using creative mathematical reasoning (CMR), a method that in previous studies has been contrasted against algorithmic reasoning (AR) with positive effects on test tasks. Although previous studies have evaluated the effects of CMR, they have ignored if and to what extent intrinsic cognitive motivation play a role. This study investigated the effects of intrinsic cognitive motivation to engage in cognitive strenuous mathematical tasks, operationalized through Need for Cognition (NFC), and working memory capacity (WMC). Two independent groups, consisting of upper secondary students (N = 137, mean age 17.13, SD = 0.62, 63 boys and 74 girls), practiced non-routine mathematical problem solving with CMR and AR tasks and were tested 1 week later. An initial t-test confirmed that the CMR group outperformed the AR group. Structural equation modeling revealed that NFC was a significant predictor of math performance for the CMR group but not for the AR group. The results also showed that WMC was a strong predictor of math performance independent of group. These results are discussed in terms of allowing for time and opportunities for struggle with constructing own solution methods using CMR, thereby enhancing students conceptual understanding.

scholarly journals Learning Problem Posing Based on Hot Potatoes Application to Improve Concept Understanding and Problem Solving in Elementary School Mathematics on Flat-Building Materials

2020 ◽  
Vol 5 (9) ◽  
pp. 1178-1188
Author(s):  
Emy Anggraini ◽  
Siti Maghfirotun Amin ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Conceptual Understanding ◽  
Quantitative Research ◽  
Building Materials ◽  
Problem Posing ◽  
School Students ◽  
Mathematical Concepts ◽  
Concept Understanding ◽  
Average Value

This study aims to improve students' conceptual understanding and problem solving through the application of problem posing learning based on the hot potatoes application based on the problems of the fifth semester students of SDK Maria Fatima Bangkalan. This study uses a quantitative approach. Quantitative research is carried out by describing the data in the form of numbers, namely to determine whether there are any consequences of problem posing learning based on the hot potatoes application on concept understanding and problem solving. The subjects of this study were fifth grade students of Maria Fatima Catholic Elementary School, Bangkalan, Academic Year 2019 - 2020 with flat-building material. The results showed: (1) The effect of problem posing learning based on the hot potatoes application on students' understanding of mathematical concepts was higher with an average value of 85.83 than the control class. (2) The effect of problem posing learning based on hot potatoes application on problem solving has a higher average value than the control class, namely 88.68. (3) The effect of problem posing learning based on hot potatoes application can improve concept understanding and problem solving. Based on the results of data analysis, it can be concluded that problem posing learning based on hot potatoes application can improve the conceptual understanding and problem solving of elementary school students, but still requires adjustment to the situation and conditions at school

scholarly journals Design and Implementation of Schoology-Based Blended Learning Media for Basic Physics I Course

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
W. Suana ◽  
N. Maharta ◽  
I D. P. Nyeneng ◽  
S. Wahyuni
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Conceptual Understanding ◽  
Development Stage ◽  
Design Development ◽  
Classroom Implementation ◽  
Problem Solving Skills ◽  
Basic Physics ◽  
The Media ◽  
Addie Model

<p>This research was conducted to: (1) design a Schoology-based blended learning media for Basic Physics I course on the topics of vector quantity, linear motion, and translational dynamics, (2) describe the validity of the product, (3) describe the product’s effectiveness in enhancing students’ conceptual understanding and problem solving skills, and (4) describe students’ responses towards the media and blended learning model. The development procedures employed were ADDIE model which consisedt of five stages: analysis, design, development, implementation, and evaluation. In development stage, the assessment had been conducted by two experts to assess validity of media both in content and construct aspects. The results showed that the validities in content aspect and construct aspect were “very good” and “good”, respectively. The results from classroom implementation revealed the effectiveness of the product in enhancing students’ conceptual understanding and problem solving skills. Students’ responses towards the product’s utility, attractiveness, and easiness as blended learning media were also positive. The conclusion was that the media was valid and effective as blended learning media of Basic Physics I course.</p>

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