scholarly journals Challenges associated with teaching mathematics for social justice: Middle Eastern perspectives

2014 ◽  
Vol 11 (1) ◽  
pp. 57-70
Author(s):  
Mohammed Goma Tanko
Keyword(s):  
Social Justice ◽  
Middle East ◽  
Learning Outcomes ◽  
Middle Eastern ◽  
Muslim Women ◽  
Teaching Mathematics ◽  
Social Justice Pedagogy ◽  
Teaching For Social Justice ◽  
Learning Mathematics ◽  
Teacher Researcher

This study involved a group of Middle Eastern Muslim women (ages ranging from 16-36) learning mathematics through social justice pedagogy. One of the important lessons from this experience is that, despite some of the unique challenges associated with teaching for social justice, in this context this method of teaching is doable and beneficial. However, in the current atmosphere throughout the Middle East it is a very challenging task: it needs courage and commitment on the part of the teacher/researcher, as well as support and even protection by the head of the college or policymakers to ensure that it leads to positive learning outcomes.

scholarly journals Middle Eastern Muslim Women Speak

1985 ◽  
Vol 2 (2) ◽  
pp. 317-319
Author(s):  
Feroza Allee
Keyword(s):  
United States ◽  
Middle East ◽  
Middle Eastern ◽  
Muslim Women ◽  
The World ◽  
Historical Periods ◽  
Vast Area

In Middle Eastern Muslim Women Speak, editors Fernea and Bezirgan havemade a valiant effort to unveil an important dimension of Middle Eastern historyand society, a dimension that has been for the most part, hidden from viewbecause of the false notion that the world of Islam is a world created by menfor men rather than a joint creation of men and women.The book is a collection of documents from different historical periods andregions of the Middle East, as well as from different social and economicgroups. it provides a somewhat clearer view of the conditions, aspirations,struggles, and achievements of Middle Eastern Muslim women.In some ways the book is a paradox. The editors show how Middle Easternwomen haved risen to greater political and public eminence than women inthe United States, while as a sex remaining largely subservient to men andenjoying less access to the means of personal advancement.The first book to use a documentary approach rather than essays by thirdpersons, it is also the first book to include material unavailable in English.Many of the selections of these autobiographical and biographical writingshave been translated by the editors from Arabic, Persian, or French. And,it is the first to gather together materials from A.D. 622 (beginning of Islam)to the present. Offering a fresh and lively approach the book should be ofvalue not only to those interested in the Middle East, but also to anthropologistsand social historians.From a vast area, the editors have chosen a sample of women from twelvecountries. Despite their different backgrounds and experiences, the womenrepresented have all worked out their own solutions within the context of localpractice established between the two contradictory poles of Koranic injunctionand family and tribal custom.The book has a well-presented Foreword, a detailed Introduction, and is ...

scholarly journals Integrate Social Justice Into the Mathematics Curriculum in Learning

2017 ◽  
Vol 5 (1) ◽  
pp. 101
Author(s):  
Micayla Abtahi ◽  
Catherine Battell
Keyword(s):  
Social Justice ◽  
Mathematics Teaching ◽  
Group Process ◽  
Mathematics Curriculum ◽  
Teaching Mathematics ◽  
Study Group ◽  
Research Projects ◽  
Diverse Classrooms ◽  
Teaching For Social Justice ◽  
Student Interests

Although concerns for equity have become ever more central within mathematics education, there is still little consensus on how the term should be defined or how to effectively work towards equity in classroom learning. Equity initiatives that rely solely on arguments about achievement gaps can be dangerous, as they can perpetuate deficit notions of marginalized students and position dominant groups as the norm to which others should aspire. The project is analyzed using Marilyn Cochran-Smith’s six principles of pedagogy for teaching for social justice. In the study group, teachers were involved in designing research projects to honour their students’ cultural and community knowledge and to develop mathematics teaching with a social justice focus. We offer three examples of teaching mathematics for social justice in diverse classrooms, and consider the broader implications of inquiry projects such as these. While we and the teachers came together as a group because of a shared interest in using a social justice approach to mathematics teaching. We found that the study group process ended up emphasizing some aspects of teaching for social justice – in particular, bringing social justice issues explicitly into the curriculum, building on student interests and experiences, and working with families and community.

School Psychology Graduate Students' Perspectives on Teaching for Social Justice

2010 ◽  
Author(s):  
Alissa Briggs ◽  
Gina Bartucci ◽  
Lauren McArdle ◽  
Eva Kowalewicz ◽  
David Shriberg
Keyword(s):  
Social Justice ◽  
School Psychology ◽  
Graduate Students ◽  
Teaching For Social Justice ◽  
Psychology Graduate Students

The Effect of the Political Situation in the City of Jerusalem on the Rights of the Jerusalem Women

1970 ◽  
pp. 36-47
Author(s):  
Fadwa Al-Labadi
Keyword(s):  
Middle East ◽  
Middle Eastern ◽  
Colonial Period ◽  
Sexual Life ◽  
Family Status ◽  
Colonial Legacy ◽  
Legal Principle ◽  
The Social ◽  
The City ◽  
Legislative Processes

The concept of citizenship was introduced to the Arab and Islamic region duringthe colonial period. The law of citizenship, like all other laws and regulations inthe Middle East, was influenced by the colonial legacy that impacted the tribal and paternalistic systems in all aspects of life. In addition to the colonial legacy, most constitutions in the Middle East draw on the Islamic shari’a (law) as a major source of legislation, which in turn enhances the paternalistic system in the social sector in all its dimensions, as manifested in many individual laws and the legislative processes with respect to family status issues. Family is considered the nucleus of society in most Middle Eastern countries, and this is specifically reflected in the personal status codes. In the name of this legal principle, women’s submission is being entrenched, along with censorship over her body, control of her reproductive role, sexual life, and fertility.

Akulturasi Budaya pada Ornamen Eksterior Masjid Agung Jawa Tengah: Analisis Semiotik

Metahumaniora ◽  
2017 ◽  
Vol 7 (2) ◽  
pp. 40
Author(s):  
Panji Maulani
Keyword(s):  
Middle East ◽  
Middle Eastern ◽  
Field Research ◽  
Research Process ◽  
Analytic Method ◽  
Important Thing ◽  
Eastern Culture ◽  
Observational Measures ◽  
Central Java ◽  
Library Research

ABSTRAKProses penelitian ini dilakukan dengan melakukan penelitian lapangan danpenelitian kepustakaan. Analisis mendalam terkait akulturasi budaya pada arsitektur MasjidAgung Jawa Tengah didapat melalui penggunaan metode deskriptif-analitik dengan langkahlangkahobservatif. Langkah-langkah tersebut disesuaikan dengan sumber terkait, sehinggadata pada objek penelitian dapat dideskripsikan serta dianalisis dengan pendekatan budayadan arsitektur. Penelitian ini menjadi penting untuk dilakukan karena Masjid Agung JawaTengah memiliki ornamen eksterior yang sangat khas, berbeda dengan ornamen masjidraya-masjid raya lain di Indonesia, yang umumnya memiliki ornamen eksterior yang hanyaberakulturasi dengan budaya Timur Tengah. Pada Masjid Agung Jawa Tengah kita dapatmerasakan suasana seperti di masjid Nabawi dan suasana Colloseum di zaman Romawi.Terdapat 6 buah payung hidrolik seperti di masjid Nabawi dan gerbang Al-Qanathir yangmenyerupai Colloseum pada pelataran masjid akibat pembangunan Masjid Agung JawaTengah menggunakan paduan tiga unsur budaya: Jawa, Timur Tengah, dan Romawi.Kata kunci: akulturasi, ornamen, masjid agung, Jawa TengahABTRACTThe research process was conducted by field research and library research. Depthanalysis related to acculturation on the architecture of the Central Java Great Mosque obtainedusing descriptive-analytic method with observational measures. The steps are adapted to thecorresponding source, so that data on the research object can be described and analyzed withcultural and architectural approach. This research becomes important thing to do because ofthe Great Mosque of Central Java has a very distinctive exterior ornament, in contrast to theother great mosques in Indonesia, whose the exterior ornament is generally only acculturatedwith Middle Eastern culture. In Central Java Great Mosque we can feel the atmosphere likeat the Nabawi Mosque and the atmosphere of the Colosseum in Roman times. There are sixpieces of hydraulic umbrella like in Nabawi Mosque and Al-Qanathir gate that resembles theColosseum in the courtyard of the mosque as the result of the construction of the Central JavaGreat Mosque using a combination of three elements of culture: Java, Middle East, and Roman.Keywords: acculturation, ornament, grand mosque, Central Java

Pengaruh Sikap dan Kebiasaan terhadap Hasil Belajar Matematika

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Nurhayati Nurhayati
Keyword(s):  
Learning Outcomes ◽  
Junior High School ◽  
Student Attitudes ◽  
Mathematics Learning ◽  
Study Habits ◽  
Coefficient Of Determination ◽  
Correlation Technique ◽  
Learning Mathematics ◽  
Students Attitudes ◽  
Linearity Test

<p>The general objective of this research is to discover and analyze empirically the <br />effect of attitudes toward mathematics learning outcomes, learning habits influence on mathematics learning outcomes, influence attitudes and study habits together towards mathematics learning outcomes. The population covered in this study were junior high school grade students in District VIII Kramat Jati, East Jakarta. The research sample was obtained through random sampling method, the researchers mixed quota subjects in the population so that all subjects are considered equal. The research design used by the correlation technique with three variables consisting of two independent variables, <br />namely student attitudes and study habits as well as a dependent variable, is mathematics learning outcomes. Data collected by questionnaire technique (variable attitudes and habits students learn) and test techniques (variable learning outcomes). Collected data are then analyzed using correlation and simple regression techniques and correlation and multiple regression. Before the data were analyzed, first performed descriptive statistical analysis and test data requirements (test of normality, linearity test). The results showed that: (1) there is significant influence between students' attitudes and habits towards learning mathematics learning outcomes, with a correlation coefficient of <br />0.465 and coefficient of determination of 0.216 or 21.6% of student attitude and study habits jointly affect the results of learning mathematics. The resulting regression equation Y = 7932 + 0, 377 X1 + 0, 257 X2. This could mean that the better the attitude of the students then the better the better the result of learning and study habits, the higher the results of studying mathematics. <br /><br /></p>

Pengaruh Penggunaan Media Belajar dan Minat Belajar terhadap Hasil Belajar Matematika (Eksperimen pada Siswa Kelas XI IPA SMA Negeri 8 Kota Tangerang Selatan Tahun Pelajaran 2010 / 2011)

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Tatan Zenal Mutakin ◽  
Teti Sumiati
Keyword(s):  
Factor Analysis ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Research Method ◽  
Media Use ◽  
Mathematics Learning ◽  
Mathematics Students ◽  
Learning Mathematics

<p>The research is an experiment conducted in SMA Negeri 8 Tangerang City, Banten, on the influence of learning and use of media interest in learning of mathematics learning outcomes. The purpose of this study was to analyze the <br />influence of media use to learn and interest in learning mathematics learning <br />outcomes. (Experiment In Student Class XI IPA SMAN 8 Tangerang City Year <br />Lesson 2010/2011). The research method used is an experimental method using <br />the technique "factor analysis" with "Two Way Anova", aided by SPSS version <br />15.0. The results of the analysis studies suggest that: 1) There is the media's <br />influence on the learning outcomes of mathematics learning, 2) There is interest <br />in studying the influence on the results of studying mathematics, and 3) There is no interaction between the learning outcomes of students with interest in learning mathematics students. </p>

COMPARISON OF LEARNING MATH LEARNING RESULT STUDENTS WITH SAVI MODEL AND NHT MODEL ON STUDENT SMKN 1 KOLAKA

2018 ◽  
Vol 3 (1) ◽  
pp. 22-27
Author(s):  
S. Supratman ◽  
Sri Wulandari Muhlis
Keyword(s):  
Standard Deviation ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
T Test ◽  
Mathematics Students ◽  
Learning Models ◽  
Maximum Value ◽  
Learning Mathematics

The formulation of the problem in this research are: (1) How the result of learning mathematics of students after taught by SAVI learning model?, (2) How the result of learning mathematics of students after taught by NHT learning model?, (3) Is the result of learning mathematics of students who taught with SAVI learning model is higher than students taught by NHT learning model. The purpose of this study are: (1) To know how the results of learning mathematics students after teaching with SAVI learning model, (2) To find out how the results of learning mathematics students after being taught with NHT learning model, (3) To determine whether the results of learning mathematics students taught by SAVI learning models higher than students taught by NHT learning models. Type of research using experimental method. The population in this study is all students of class X spread in 11 parallel classes with the number of 310 people. Sampling was done by using cluster random sampling technique. In this research as a sample taken 2 classes from the entire population that is class X A3 as experiment class 1 using SAVI learning model and class X A1 as experiment class 2 using NHT learning model. From result of data analysis obtained that: (1) result of student learning taught by using SAVI learning model which consist of 25 students show minimum value 62, maximum value 96, mean (mean) 80,36, with standard deviation 9,10; (2) student learning outcomes taught using NHT learning model consisting of 25 students showing minimum score 62, maximum value 96, mean (mean) 79,62, with standard deviation 10,512; (3) result of t-test analysis using independent sample t-test obtained tcount = 0,302 at = 0,05 with degrees of freedom (dk) = 48 obtained t table = 2,011. Because t <t table then Ha is rejected and H0 is accepted. So it can be concluded that the mathematics learning outcomes of students who were taught with the SAVI model was not higher than the students taught by the NHT model.

PENINGKATAN HASIL BELAJAR SISWA KELAS X MIPA SMAN 1 LUBUKLINGGAU MELALUI PENGGUNAAN MEDIA POWERPOINT

2020 ◽  
Vol 2 (2) ◽  
pp. 64-72
Author(s):  
Yetri Ningsih
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Research Subjects ◽  
Learning Mathematics ◽  
And Mathematics ◽  
Academic Year ◽  
Improve Student Learning

This research conducted caused by students' score at class X MIPA 4 very low in the vector material. The avarage of score of the daily test obtained by students was 60,5 and it had not yet reached mastery learning. One of the efforts to improve learning outcomes was to use powerpoint as a learning media. The purpose of this study was to determine the increase in activity and mathematics learning outcomes on vector material in learning using PowerPoint.This research design used the classroom action research. The research subjects were 36 students of class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year. Data collected by using tests and observations.The test used to obtain student learning outcomes in each cycle, while observation used to determine the learning process in each cycle. Data were analyzed using descriptive statistics. The results showed that the average score of student learning outcomes in the first cycle was 62.2 and 77.3 in the second cycle. The percentage of student learning completeness in the first cycle was 52.8%, in the second cycle it was 80.6%. The percentage of improvement in student learning outcomes after being given action was 15.29%. So it can be concluded that learning mathematics by using powerpoint media can improve student learning outcomes in class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year.

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