scholarly journals Freshmen and Senior Teaching Science and Mathematics Students’ Proving Patterns and Conceptualizations of the Nature and Role of Proof in School Mathematics

2010 ◽  
Vol 1 (2) ◽  
pp. 79-87 ◽  
Author(s):  
Yesim Imamoglu ◽  
Aysenur Yontar Togrol
Keyword(s):  
Teaching Science ◽  
School Mathematics ◽  
Mathematics Students ◽  
And Mathematics

Involve the Community

1993 ◽  
Vol 86 (6) ◽  
pp. 442-448
Author(s):  
Sue Jackson Barnes
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Know How ◽  
Banking Activity ◽  
And Mathematics ◽  
Mathematics Course

Many high school mathematics students unrealistically believe that if they can just finish one more general mathematics course, they will never again have to face mathematics. They realize that they must know how to write checks and are quite eager to learn about managing a checking account. Other than this banking activity, they are quite sure that only engineers and mathematics teachers use mathematics on a daily basis. When asked about such items as taxes and insurance, the stock answer is, “Oh, I'll just let my accountant take care of things like that!”

Experimental Programs: Textbook difficulty and mathematics achievement in junior high school

1965 ◽  
Vol 58 (8) ◽  
pp. 724-729
Author(s):  
L. Doyal Nelson
Keyword(s):  
Mathematics Achievement ◽  
Junior High School ◽  
School Mathematics ◽  
Mathematics Textbooks ◽  
Considerable Time ◽  
Text Book ◽  
Mathematical Ideas ◽  
Content Organization ◽  
And Mathematics

The importance of the role of the text-book in determining the content, organization, and mode of presentation of school mathematics can hardly be overemphasized. In recent years various groups and individuals have devoted considerable time and effort to the production of school mathematics textbooks with content strikingly different from that found in traditional textbooks. Probably more striking are the changes which have occurred in the methods of organizing and presenting the material. These changes have generated increased interest in the question of whether there is any one method of presenting mathematical ideas which is superior to all others in promoting maximum learning efficiency on the part of students.

scholarly journals Evaluating Spiral Progression Approach (SPA) in Teaching Science and Mathematics for Junior High Curriculum

2021 ◽  
Vol 4 (3) ◽  
pp. 39-47
Author(s):  
Paulo G. Batidor ◽  
Leomarich F. Casinillo
Keyword(s):  
Academic Performance ◽  
Basic Education ◽  
Teaching Science ◽  
Mathematics Students ◽  
Cognitive Improvement ◽  
Wilcoxon Rank Sum Test ◽  
Post Test ◽  
And Mathematics ◽  
K 12 ◽  
Performance Results

The goal of the Spiral Progression Approach (SPA) is that the teaching process will lead to boosting cognitive improvement. This study aimed to evaluate SPA in teaching Science and Mathematics students using the modified post-test only design. The first batch of the K-12 program is the treatment group. In contrast, the last batch under the Basic Education Curriculum is the comparison group. The Wilcoxon rank-sum test was used to determine a significant impact on the students' academic performance. Results showed a significant impact in Biology and Chemistry but not in Integrated Science and Physics. There was also a significant impact in Trigonometry and Statistics but not in Elementary Algebra, Intermediate Algebra, and Plane Geometry. However, the student's academic performance remained below satisfactory in Biology, Chemistry, and Trigonometry, and Statistics. Hence, teachers must be experts in their respective fields and undergo rigorous training to improve their strategies and become globally competitive educators.

International Mathematical Education: Mathematical Structures and the Role of Algebra in School Mathematics

1969 ◽  
Vol 62 (8) ◽  
pp. 673-678
Author(s):  
Howard F. Fehr ◽  
P. Lefebvre
Keyword(s):  
Mathematics Instruction ◽  
Applied Science ◽  
School Mathematics ◽  
Foreign Languages ◽  
Mathematical Education ◽  
Mathematical Structures ◽  
School Subjects ◽  
Arab States ◽  
And Mathematics

Editor's Note.—In April 1966, at a meeting of ministers of education in the Arab states, held at Tripoli, a resolution was adopted requesting an updating of instruction in school subjects—particularly mathematics, pure and applied science, and foreign languages. In November 1966, the General Conference of UNESCO invited member states to undertake a major program for improvement of science and mathematics instruction and selected the Arab states as an initial place to start because of their April resolution. Mathematics was selected as the initial subject primarily because, worldwide, the reforms in education during the last fifteen years began with mathematics.

scholarly journals MODEL PERAGA SEBAGAI MEDIA PEMBELAJARAN PADA MATA PELAJARAN SAINS DAN MATEMATIKA DI SEKOLAH MENENGAH PERTAMA

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
Hikmawati Hikmawati ◽  
Syahrul Azmi
Keyword(s):  
Three Dimensional ◽  
Learning Science ◽  
Mathematics Students ◽  
Visual Aids ◽  
Abstract Concepts ◽  
Visual Model ◽  
Teaching Aids ◽  
And Mathematics ◽  
Basic Ideas

Abstrak : Salah satu tujuan pembelajaran sains dan matematika di sekolah menengah pertama adalah untuk meningkatkan pengetahuan, konsep, dan keterampilan sains dan matematika siswa sebagai dasar untuk melanjutkanpendidikan ke jenjang selanjutnya. Keberadaan media dalam pembelajaran sangat diperlukan mengingat sains dan matematika memiliki konsep-konsep abstrak yang seringkali menjadi alasan sulitnya mempelajari materi kedua mata pelajaran tersebut. Media tiga dimensi dalam sains maupun alat peraga dalam matematika merupakan model peraga yang dapat dijadikan media dalam pembelajaran. Media tiga dimensi dapat berupa gambar yang setidaknya memiliki tiga sisi (depan, belakang dan samping) sehingga sebuah gambar tiga dimensi dapat dilihat dari berbagai arah. Peranan alat peraga dalam matematika adalah meletakkan ide-ide dasar konsep sehingga dengan bantuan alat peraga yang sesuai, siswa dapat memahami ide-ide dasar yang melandasi sebuah konsep, mengetahui cara membuktikan suatu rumus atau teorema, dan dapat menarik suatu kesimpulan dari hasil pengamatannya. Dengan demikian, model peraga dapat digunakan sebagai alat peraga untuk menerangkan konsep materi pelajaran sehingga siswa menjadi lebih tertarik, berminat dan memiliki motivasi belajar yang pada akhirnya akan meningkatkan prestasi belajar siswa.Kata-kata kunci : model peraga, media pembelajaran.Abstract : One goal of learning science and mathematics in secondary schools is to improve the knowledge, concepts, and skills of science and mathematics students as a basis for continuing their education to the next. The presence of media in learning is necessary considering the science and mathematics have the abstract concepts that are often the reason for the difficulty of studying the material both these subjects. Three-dimensional media in science andmathematics teaching aids in a visual model that can be used as media of learning. Media can be either three-dimensional image that has at least three sides (front, rear and side) so that a three-dimensional images can be viewed from various directions. The role of teaching aids in mathematics is to put the basic ideas of the concept that with the aid of appropriate props, students can grasp the basic ideas underlying the concept, knowing how to prove a formula or theorem, and can draw a conclusion from the results of his observations. Thus, the model can be used as a visual prop to explain the concept of subject matter so that students become more interested, interested and motivated to learn, which in turn will improve student achievement.Key words : models of visual aids, learning media.

scholarly journals INTELLIGENCE AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AT UNIVERSITY LEVEL: A STUDY OF STUDENTS’ BELIEFS

2021 ◽  
Vol 9 (2) ◽  
pp. 388-396
Author(s):  
Sadaf Naz ◽  
Muhammad Ilyas Khan ◽  
Syed Afzal Shah ◽  
Anjum Qayyum
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Significant Relationship ◽  
Male Students ◽  
Mathematics Students ◽  
Male And Female ◽  
New Thinking ◽  
University Level ◽  
And Mathematics

Purpose of the study: The current study explored a possible association between students’ beliefs about their intelligence and academic achievement and compared gender differences in terms of these two variables. Methodology: The sample of the study comprised of four hundred and fifty (male and female) MSc mathematics students, randomly selected from seven public sector universities of Khyber Pakhtunkhwa, Pakistan. A scale developed by Dweck (1999) was adapted to collect data for this study. Academic achievement was measured through students’ previous examination scores. Findings: Findings of the study showed that male students believed more in ‘incremental’ intelligence and had significantly higher academic achievement as compared to their female counterparts. A significant relationship was found between students’ beliefs in ‘incremental’ intelligence and their academic achievement. Applications of the study: The study has important implications for teachers and academics in the subjects of science and mathematics. This study also has implications for policies planners and administration in terms of developing an understanding regarding the role of students’ beliefs about intelligence and academic achievement. The study could lead to new thinking about ways to work on the beliefs of students that could result in better academic achievement. The novelty of this study: The study could also lead to further studies regarding the role of gender in affecting incremental beliefs and academic achievement.

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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