scholarly journals Investigações a Respeito das Habilidades Matemáticas de Licenciandos em Pedagogia na Modalidade a Distância

2017 ◽  
Vol 17 (4) ◽  
pp. 317
Author(s):  
Helenara Regina Sampaio Figueiredo ◽  
Rui Marcos De Oliveira Barros
Keyword(s):  
Distance Learning ◽  
Mathematics Education ◽  
Elementary Education ◽  
Initial Training ◽  
Mathematical Skills ◽  
Teaching Activity ◽  
Mathematics Difficulties ◽  
5Th Grade

As dificuldades em Matemática de licenciandos de Pedagogia têm sido apontadas por autores, como Mandarino, Curi, Gatti e Oliveira, tanto na formação inicial quanto na atividade docente. O conhecimento do panorama educacional desses licenciandos associado ao estudo desses autores motivou a busca de respostas para a questão norteadora deste trabalho: como se configuram as habilidades matemáticas dos licenciandos em Pedagogia, na modalidade a distância, acerca dos temas “Espaço e Forma” e “Grandezas e Medidas”? A pesquisa utilizou a triangulação de coleta de dados, envolvendo quarenta e sete licenciandos, que já haviam cursado as disciplinas de formação matemática. Estes responderam, por escrito, a questões que foram elaboradas com base nos descritores de matemática para Prova Brasil do 5º ano do Ensino Fundamental - SAEB. Aponta-se que, para construir uma formação teórica consistente, o pedagogo deve possuir, no mínimo, as mesmas habilidades que deseja para os seus alunos. Palavras-chave: Pedagogia. Matemática. Prova Brasil. Educação a Distância. AbstractThe mathematics difficulties in Pedagogy teaching degree have been pointed out by authors such as Mandarino, Curi, Gatti and Oliveira both in initial training, and in teaching activity. The educational panorama knowledge of these students, associated with the study of these authors, motivated the search for answers to the guiding issue of this study: How are the mathematical skills of Pedagogy undergraduates in a distance learning mode configured, concerningthe “Space and Form” and “Quantities and Measurements” themes? The research used the Triangulation of dates with47 undergraduates, who had already attended the mathematics education disciplines. They replied in writing to various issues, which had been elaborated based on the mathematics descriptors to the “Prova Brazil” from the 5th grade of Elementary Education (SAEB). It is pointed out that for a consistent theoretical training, the pedagogue must have at least the same desirable skills as their students’. Keywords: Pedagogy. Mathematics. Prova Brasil. Distance Learning.

scholarly journals INTEGRASI TEKNOLOGI DIGITAL DALAM PEMBELAJARAN DI ERA INDUSTRI 4.0

2018 ◽  
Vol 16 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Susilahudin Putrawangsa ◽  
Uswatun Hasanah
Keyword(s):  
Mathematics Education ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Basic Principle ◽  
Digital Technology ◽  
Technology In Education ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Alternative Learning ◽  
Development Of Students

The recent study intends to describe the roles and the principles of integrating digital technology in education at the 4th Industrial Era. The integrartion is studied from mathematics education perspective. It is concluded that the basic principle of integrating digital technology in mathematics education is that the technology does not diminish students’ conceptual understanding or replace students’ intuitions in doing mathematics. Conversely, the technology is utilized to boost students’ conceptual understanding and maximize the development of students’ intuition in doing mathematics. It is identified that there are three didactical functions of digital technology in mathematics education, such as: (1) Technology for doing mathematics,  that is the technology is incorporated as alternative learning media in doing mathematical activities; (2) Technology for practicing skills, that is the technology is utilized as a learning environment to master particular mathematical skills; (3) Technology for developing conceptual understanding, that is the technology is integrated as a learning environment to develop students’ conceptual understanding of specific mathematical concepts. This last didactical function is the most expected of integrating digital technology in mathematics education.

The Case of Teacher-Librarianship by Distance Learning at the University of Alberta, Canada

2011 ◽  
pp. 78-90
Author(s):  
Dianne Oberg
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Elementary Education ◽  
Emerging Technologies ◽  
Framework Analysis ◽  
University Of Alberta ◽  
Certificate Programs ◽  
Online Distance Education ◽  
Online Distance ◽  
The University

The online distance education program, Teacher-Librarianship by Distance Learning, was developed and implemented in the Department of Elementary Education at the University of Alberta, Canada beginning in 1996. At the time, neither the university nor the department had the interest, funding or infrastructure required for such an undertaking, but these developed over time through a combination of careful planning and serendipity. The program’s instructional team has utilized various approaches to establish, maintain and continue the program: a distance education theoretical framework, analysis of distance education research, one-time government incentive funding, and on-going policy relevant research and evidence-based practice. Current challenges facing the organization are program growth, new and emerging technologies, and maintaining flexibility. The solutions to these challenges include a cohort model for the majority of program delivery; a stand-alone course introducing new and emerging technologies as a launching pad for integration of these technologies; and graduate certificate programs for meeting the short term needs of teachers new to the field.

Best Practices for Distance Learning in Elementary Education During the COVID-19 Pandemic

2021 ◽  
pp. 1-24
Author(s):  
Penelope Debs Keough ◽  
Jacqueline Simeon
Keyword(s):  
Mental Health ◽  
Distance Learning ◽  
Elementary Education ◽  
Best Practices ◽  
Language Learners ◽  
Second Language Learners ◽  
Health Issues ◽  
Cultural Backgrounds ◽  
Mental Health Issues ◽  
The Impact

The impact on elementary education, caused by the COVID-19 pandemic, has far reaching effects and can only be ameliorated by educators following best practices in distance learning. The purpose of this chapter is to bring to teachers, administrators, paraprofessionals, students, and parents innovative, effective ways to bring quality lessons at appropriate developmental levels to all students regardless of cultural backgrounds (i.e., second language learners, students qualified for special education, or those pupils hampered by trauma, homelessness, and/or mental health issues). This chapter will further describe through illustrations and step-by-step guides creating meaningful, interactive, and purposeful lessons to meet student needs based on assessment.

TSG 6: Distance Learning in Mathematics Education

2006 ◽  
pp. 309-312
Author(s):  
David Crowe ◽  
Klaus-Dieter Graf ◽  
Seiji Moriya ◽  
Jerry Uhl ◽  
Ikuko Osawa ◽  
...  
Keyword(s):  
Distance Learning ◽  
Mathematics Education

One Point of View: Gender and Mathematics Contests

1994 ◽  
Vol 41 (5) ◽  
pp. 238-239
Author(s):  
Rosalie S. Nichols ◽  
V. Ray Kurtz
Keyword(s):  
Mathematics Education ◽  
Point Of View ◽  
Local State ◽  
Mathematical Skills ◽  
Regional State ◽  
And Mathematics ◽  
Current Popularity

Local, regional, state and provincial, and national contests in mathematics certainly generate enthusiasm for mathematics. Thousands of students are experiencing the excitement of comparing their mathematical skills with those of other student their age. Even though reasons for the current popularity of the contest movement are uncertain, this interest does appear to be contributing lO the promotion of mathematics. The movement is even contributing to the growth of local, state, and provincial mathematics education organizations.

The Influence of the Realistic Mathematics Education Approach and Early Mathematical Ability to Mathematical Literacy

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Andi Permana Sutisna ◽  
Agus Setyo Budi ◽  
Anton Noornia
Keyword(s):  
Mathematics Education ◽  
Mathematical Ability ◽  
Realistic Mathematics Education ◽  
Mathematical Literacy ◽  
Mathematical Skills ◽  
Group Design ◽  
Mathematical Abilities ◽  
Realistic Mathematics ◽  
Class Viii ◽  
Level 2

This research is based on the low level of Indonesian students mathematical literacy test released by PISA in 2015. The purpose of this research is to examine the influence of Realistic Mathematics Education Approach and the earlymathematical ability to mathematical literacy in statistical materials. This research uses group design by level 2 x 2. This study was conducted in students of class VIII. The result of this research shows that there is influence of Realistic Mathematics Education Approach and early mathematical ability to mathematical literacy on statistical matter. Beside that, the Realistic Mathematics Education Approach not only increases mathematical literacy in students with high early mathematical skills, but also in students with low early mathematical abilities.

scholarly journals The Use of Realistic Mathematics Education (RME) to Help Indonesian 5th-Grade Students to Learn Multiplication and Division

2020 ◽  
Vol 10 (1) ◽  
pp. 41-53
Author(s):  
Nanang Setiadi
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Alternative Approach ◽  
Mathematical Problems ◽  
Teaching Learning ◽  
Mastery Criteria ◽  
5Th Grade

Abstract                                                              This paper discusses the use of Realistic Mathematics Education (RME) as an alternative approach to enhance Indonesian 5th-grade students’ ability in multiplication and division. It presents the analysis of Indonesian 5th-grade students’ difficulties in applying stacking method for multiplication and division. Furthermore, it describes a mathematics teaching learning practice to stimulate students constructing their strategies, mathematical models and number sense in solving mathematical problems that involve multiplication and division. The teaching learning practice aims to apply RME for helping students develop their multiplication and division ability.Findings shows that stacking methods for multiplication and division are difficult for the students. The main students’ problem in multiplication and division stacking methods is in reapplying the steps of the methods. The steps taken to improve the learning process by implementing RME are: (1) analyze in detail the difficulties of students in multiplication and division stacking methods, (2) provide contexts of mathematical problems that can stimulate students to think mathematically, (3) hold a class mathematics congress, and (4) conduct a test to measure students’ achievement.            Based on the students’ achievement, there has been several improvements. After RME, there were more students whose grades passed the Minimum Mastery Criteria. Moreover, there was a student who got 100. Then, the average test was higher. Meanwhile, there were only 3 children whose grades were 0. Thus, the application of RME has helped the 5th-grade students to improve their ability in multiplication and division.         

scholarly journals PENDEKATAN REALISTIC MATHEMATICS EDUCATION UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA

2018 ◽  
Vol 1 (5) ◽  
pp. 915
Author(s):  
Kiki Jasija ◽  
Fista Anaba Fitriana ◽  
Usman Aripin
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Mathematical Communication ◽  
Control Group Design ◽  
Realistic Mathematics ◽  
Communication Ability ◽  
5Th Grade

The purpose of this study is no other to know the extent to which the RME approach can improve the mathematical communication skills of students MTS Negeri 2 Purwakarta. The method used is quasi experiment with pretest-posttest nonequivalent control group design. The 5th grade students of MTsN 2 Purwakarta, which were 5 classes, were used as the population for this study while the research samples were class VIIA as the experimental class and VIIE as the control class. Determination of the sample is taken by the researcher accepting the state of the subject as it is after being grouped not randomly purely to be subjected to the treatment of mathematics learning through Realistic Mathematics Education approach and conventional approach. Instrument of research in the form of test instrument of mathematical communication ability. The results show that the improvement of students' mathematical communication ability using RME approach is better than using the usual approach.b

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