A Learning Trajectory to the Understanding of the Curve Length Concept

2019 ◽  
Vol 21 (3) ◽  
pp. 24-40
Author(s):  
Eleni Bisognin ◽  
Vanilde Bisognin ◽  
Etiane Bisognin Rodrigues
Keyword(s):  
Research Study ◽  
Private University ◽  
Learning Trajectory ◽  
Course Development ◽  
Previous Knowledge ◽  
Integral Calculus ◽  
Curve Length ◽  
New Concepts ◽  
Audio Recordings ◽  
Hypothetical Learning Trajectory

In this article, we present results of a research study focusing on the analysis of a hypothetical learning trajectory carried out with students taking a mathematics teaching degree. The aim of this study was to examine students’ understanding of the concept of curve length. The qualitative research was carried out with nine students participating in a course on Differential and Integral Calculus discipline of a private university in which that content was approached. The data were obtained through records of the students' worked out solutions, notes from observation recorded in the teacher's field diary and audio recordings made during the course development. From the analysis of the results, it can be inferred that the students showed gaps in their previous knowledge and difficulties on how to use that knowledge in the construction of new concepts; however, evidence was observed that the planned hypothetical learning trajectory facilitated, in part, the understanding of the concept of curve length.

scholarly journals THE CONTEXT OF ARCHIPELAGO TRADITIONAL CAKE TO EXPLORE STUDENTS’ UNDERSTANDING IN INTEGERS DIVISION CLASS VII

2019 ◽  
Vol 14 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Elis Muslimah Nuraida ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Junior High School ◽  
Design Research ◽  
Mathematics Learning ◽  
Learning Trajectory ◽  
Mathematics Problems ◽  
Learning Path ◽  
Starting Point ◽  
Hypothetical Learning Trajectory ◽  
Integer Division ◽  
Division Operation

This study aims to explore the students’ mathematical understanding in integer division operation through the context of archipelago traditional cakes in class VII. This research is related to the Indonesian Realistic Mathematics Approach (PMRI) as a learning approach used. The methodology used in this study is Design Research consisting of three stages: preliminary design, experimental design, and retrospective analysis. The study was conducted on VII grade students of Palembang 1 Junior High School. The learning path (Hypothetical Learning Trajectory) in design research plays an important role as a research design and instrument. The Hypothetical Learning Trajectory (HLT) was developed together with a series of activities using the context of archipelago traditional cakes such as: omelette roll, bakpia, milk pie, etc. The medium used in this study was the Students’ Activity Sheet. The results of this study indicate that exploration using the context of traditional archipelago cakes can help students understanding in multiplication and division of integers. The conclusion of this study is the use of archipelago traditional cakes as starting point in mathematics learning in integer division operation material helps the students to explore their understanding in solving mathematics problems.

scholarly journals Visualizing the Greenhouse Effect: Restructuring Mental Models of Climate Change Through a Guided Online Simulation

2019 ◽  
Vol 9 (1) ◽  
pp. 14 ◽  
Author(s):  
Ian Thacker ◽  
Gale Sinatra
Keyword(s):  
Climate Change ◽  
Undergraduate Students ◽  
Greenhouse Effect ◽  
Research Study ◽  
Visual Representations ◽  
Learning Trajectory ◽  
Causal Inferences ◽  
Design Based Research ◽  
Online Simulation

The purpose of this design based research study was to better understand and build from students’ perceptual experiences of visual representations of the greenhouse effect. Twenty undergraduate students were interviewed as they engaged with an online visualization for the learning of the greenhouse effect. We found that, even though all students agreed that climate change is happening, a majority initially held a misconception about how it works. Upon engaging with the visualization, students made perceptual inferences and formulated causal rules that culminated in an improved description of how climate change works. This trajectory was supported with prompts from the interviewer to make predictions, observe specific interactions in the visualization and revise their causal inferences based on these observations. A case study is presented to illustrate a typical learning trajectory.

Sign in / Sign up

Export Citation Format

Share Document