scholarly journals مستوى اتساق کتب الریاضیات للصفوف العلیا بالمرحلة الابتدائیة مع المعاییر الوطنیة لعملیتی "الاستدلال الریاضی والتواصل الریاضی The Alignment Level of Mathematics Textbooks for Upper primary Grades with the National standards for the two processes of "mathematical reasoning and mathematical Communication

2021 ◽  
Vol 24 (10) ◽  
pp. 114-149
Author(s):  
مشعل بن مانع الجبرین المطیری ◽  
خالد بن عبدالله المعثم
Keyword(s):  
Mathematical Reasoning ◽  
Primary Grades ◽  
National Standards ◽  
Mathematics Textbooks ◽  
Mathematical Communication

scholarly journals IMPLEMENTASI MODEL PEMBELAJARAN ADVANCE ORGANIZER BERBANTUAN MACROMEDIA FLASH UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS XI SMA PAB 8 SAENTIS

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Togi . . ◽  
Mei Lastiar Nababan
Keyword(s):  
Mathematical Reasoning ◽  
Linear Program ◽  
Advance Organizer ◽  
Reasoning Ability ◽  
Program Material ◽  
Mathematical Communication ◽  
Applied Learning ◽  
Ability Tests ◽  
Communication Ability ◽  
Advanced Organizer

ABSTRAKPenelitian ini bertujuan untuk (1) Mengetahui apakah melalui model pembelajaran advance organizer berbantuan macromedia flash dapat meningkatkan kemampuan komunikasi matematis siswa (2) Mengetahui peningkatan hasil belajar siswa setelah diterapkan model pembelajaran advance organizer berbantuan macromedia flash. Jenis penelitian ini adalah penelitian tindakan kelas. Subjek penelitian yaitu siswa yang bejumlah 30 orang. Objek penelitian adalah penerapan model advance organizer berbantuan macromedia flash untuk meningkatkan kemampuan komunikasi matematis siswa pada materi program linier. Penelitian ini terdiri dari dua siklus, dimana diakhir setiap siklus diberikan tes kemampuan komunikasi matematis untuk mengetahui kemampuan komunikasi matematis siswa. Berdasarkan hasil tes kemampuan awal yang dilakukan sebelum tindakan, diketahui tingkat kemampuan penalaran matematis siswa sangat rendah dengan nilai rata-rata kelas 47,55 dengan jumlah siswa yang mencapai KKM sebanyak 6 orang (20%) dari jumlah siswa. Setelah pemberian tindakan pada siklus I, tingkat kemampuan komunikasi matematis siswa meningkat menjadi 64,14 dengan jumlah siswa yang mencapai KKM sebanyak 12 orang (40%) dari jumlah siswa. Setelah pemberian tindakan sisklus II, rata-rata kemampuan komunikasi matematis siswa meningkat menjadi 78,75 dengan jumlah siswa yang mencapai KKM sebanyak 26 orang (86,67%) dari jumlah siswa. Berdasarkan uraian-uraian di atas dapat disimpulkan komunikasi matematis siswa meningkat dengan menerapkan model advance organizer berbantuan macromedia flash pada materi program linier.Kata Kunci : Advance Organizer, Komunikasi MatematisABSTRACTThis study aims to (1) To know whether through advanced learning organizer model with macromedia flash can improve mathematical communication ability (2) to know improvement of student learning result after applied learning organizer model with macromedia flash. This type of research is a classroom action research. The subjects of the study were students which numbered 30 people. The object of research is the implementation of advanced organizer model with macromedia flash to improve students' mathematical19 l JURNAL INSPIRATIF p-ISSN : 2442-8876, e-ISSN : 2528-0475Togi, Mei Lastiar Nababan. Implementasi Model Pembelajaran Advance Organizer BerbantuanMacromedia Flash Untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa Kelas Xi SmaPAB 8 Saentis. Jurnal Inspiratif, Vol. 3, No. 2 Agustus 2017.communication ability in linear program material. This study consists of two cycles, where at the end of each cycle is given a test of mathematical communication ability to determine students' mathematical communication ability. Based on the results of initial ability tests conducted before the action, it is known the level of students' mathematical reasoning ability is very low with the average grade of 47.55 with the number of students who reach KKM as many as 6 people (20%) of the number of students. After giving action on the first cycle, the level of students' mathematical communication ability increased to 64.14 with the number of students reaching KKM as many as 12 people (40%) of the total students. After the second cycle, the average of students' mathematical communication ability increased to 78.75 with the number of students who reached KKM as many as 26 people (86.67%) of the total students. Based on the above descriptions can be concluded mathematical communication of students increased by applying advanced organizer model with macromedia flash on linear program materialKeywords: Advance Organizer, Mathematical Communication

scholarly journals PENGEMBANGAN BAHAN AJAR STRUKTUR ALJABAR YANG BERBASIS PROGRAM KOMPUTER DAN TUGAS RESITASI UNTUK MENINGKATKAN KREATIVITAS DAN DAYA MATEMATIK MAHASISWA

2015 ◽  
Vol 14 (2) ◽  
pp. 1
Author(s):  
Elah Nurlaelah
Keyword(s):  
Problem Solving ◽  
Mathematical Reasoning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Mathematical Communication ◽  
Positive Attitudes ◽  
Attitudes Towards Mathematics ◽  
Mathematical Connection

Makalah ini menyajikan hasil kajian teori mengenai pembelajaran berbasis komputer, tugas resitasi, pengertian kreativitas dan daya matematik. Berdasarkan kajian tersebut dikembangkan bahan ajar pada mata kuliah Struktur Aljabar.  Pengembangan bahan ajar ini dirasa perlu untuk memfasilitasi aktivitas belajar yang dapat meningkatkan kreativitas, kemampuan pemecahan masalah (mathematical problem solving), berkomunikasi matematika (mathematical communication), bernalar matematika (mathematical reasoning), mengkaitkan ide matematika (mathematical connection), dan pembentukan sikap positif terhadap matematika (positive attitudes towards mathematics).Kata Kunci : Tugas Resitasi,  Kreativitas dan Daya Matematik.

scholarly journals An Evaluation of the Primary Fourth-Grade Mathematics Textbook in Jordan in the Light of NCTM Standards: تقويم كتاب الرّياضيّات للصف الرّابع الأساسيّ في الأردن في ضوء معايير (NCTM)

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Nadia Hamlan Matouq, Habis Saad Alzboon
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Fourth Grade ◽  
National Standards ◽  
Mathematical Representation ◽  
Mathematical Operation ◽  
Mathematical Communication ◽  
Nctm Standards ◽  
Mathematics Textbook ◽  
Reasoning And Proof

This study aimed at evaluating the content of the Jordanian mathematics textbook for the elementary fourth-grade in order to find out the extent that the fourth-grade mathematics textbook includes the standards of the American national for Council mathematics teachers (NCTM-2000), which concerned with mathematical operations (problem-solving, reasoning and proof, mathematical communication, Connections mathematical, mathematical representation) from the point of view of mathematical Connections teachers in Ma'an Governorate, thus, to find out the reasons for the low achievement of students in mathematics international tests. In order to fulfill these objectives, the descriptive analytical approach was used, that is a list of (NCTM) standards was prepared and changed into a questionnaire which was applied on a sample consisted of (119) male and female mathematics teachers for the primary fourth grade representing the study community. The results of the study showed that the extent to which the basic (NCTM) standards are included in the mathematics book for the fourth grade was at a moderate percentage on average about (2.76), the mathematical connection standard had the highest availability at (3.10), followed by the mathematical communication standard (3.08), the representation of mathematical operation at (2.99) respectively, and the problem solving standard at (2.51), whereas the reasoning and proof standard had the least representation. The findings also indicated there were statistically significant differences with regard to the experience variable and for the favor of (11-and more) category. Regarding the social gender, it did not have an effect. The study sets out several recommendations such as, developing the mathematics curriculum in the light of national standards, increasing the percentage of (NCTM) standards in the fourth-grade mathematics textbook, and the necessity to focus on issues connected with proof and reasoning, and problem solving.

Geometry readiness in the primary grades

1967 ◽  
Vol 14 (6) ◽  
pp. 470-472
Author(s):  
Thomas C. Gibney ◽  
William W. Houle
Keyword(s):  
Primary Grades ◽  
Mathematics Textbooks

Geometry is an area of mathematics that has received much attention and space in contempora ry mathematics textbooks, but geometry readiness is a topic that appears to have been slighted.

Using Sudoku Bulletin Boards to Teach Mathematical Reasoning

2008 ◽  
Vol 15 (4) ◽  
pp. 208-211
Author(s):  
Carol A. Buckley
Keyword(s):  
Instructional Strategy ◽  
Mathematical Reasoning ◽  
Primary Grades ◽  
Logical Reasoning ◽  
Straight Line ◽  
Bulletin Boards

“Maddening!” “Addicting!” “Can't do it.” “Do it every day.” These are phrases my peers have used in reference to Sudoku puzzles. I enjoy completing Sudoku puzzles but had not previously considered that incorporating them into my instruction would motivate my primary-grades students. After reading “Exploring the Sudoku Challenge” (Wilburne 2006), I decided to offer Sudoku as a student option for the logical reasoning category of a tic-tac-toe instructional strategy. In a tic-tac-toe strategy, three tasks in three different categories are organized to resemble a tic-tac-toe board. Students choose three tasks in a straight line: across, up and down, or diagonally. My students' enthusiasm and curiosity about completing Sudoku were immediately evident.

scholarly journals Developing teaching material based on realistic mathematics andoriented to the mathematical reasoning and mathematical communication

2017 ◽  
Vol 4 (1) ◽  
pp. 43 ◽  
Author(s):  
Fitria Habsah
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Mathematical Reasoning ◽  
Teaching Material ◽  
School Students ◽  
Mathematical Communication ◽  
Mathematics Textbook ◽  
Realistic Mathematics ◽  
Teachers And Students ◽  
The Government

This research aims to produce mathematics textbook for grade VII junior high school students based on realistic mathematics and oriented to the mathematical reasoning and mathematical communication. The quality is determined based on Nieveen criteria, including validity, practicality, and effectiveness.This study was a research and development and used Borg & Gall model. The subject of this research were the students of SMPN 2 Pujon-Kabupaten Malang, that is 30 students in an experimental class (using the developed textbook) and 29 students in a control class (using BSE book from the government). The teaching material was categorized valid if the expert's judgment at least is categorized as “good”. The teaching material was categorized practical if both of teachers and students assessment at least categorized as “good”. The teaching material was categorized effectively if minimum 75% of student scores at least is categorized as “good” for the mathematical reasoning test and mathematical communication test. This research resulted in a valid, practical, and effective teaching material. The resulted of the validation show that material teaching is valid. The resulted of teachers and students assessment show that the product is practical. The tests scores show that the product is effective. Percentage of students who categorized at least as “good” is 83,33% for the mathematical reasoning and 86,67% for the mathematical communication. The resulted of statistic test shows that the product more effective than the BSE book from the government in terms of mathematical reasoning and mathematical communication.

scholarly journals The Influence of PQ4R Strategy and Mathematical Reasoning Ability Towards Mathematical Communication Skills

2019 ◽  
Author(s):  
Alberta Parinters Makur
Keyword(s):  
Communication Skills ◽  
Quantitative Research ◽  
Communication Skill ◽  
Learning Strategy ◽  
Mathematical Reasoning ◽  
Reasoning Ability ◽  
Mathematical Communication ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Reasoning Skill

This study was conducted to determine the effect of PQ4R strategy implementation compared to conventional strategies on students 'mathematical communication skills in terms of students' mathematical reasoning abilities. This is a quantitative research using quasi-experimental method conducted at SMAN 3 Depok with 80 samples of students selected based on their mathematical reasoning skill. Data were obtained through questions about mathematical reasoning and mathematical communication and then analyzed with two-way ANOVA. The data analysis and interpretation showed that students who were taught with PQ4R strategy had better mathematical communication skill than students who had been traditionally taught. The effect of mathematical communication skill differed depending on mathematical reasoning ability. There was a more significant difference between students with high mathematical reasoning skill and low mathematical reasoning skill for students in the treatment condition than there was for subjects in the control condition. Thus, there was an interaction between the learning strategy and mathematical reasoning skill. The findings lead to the recommendation that reading skill could be used to improve student's mathematical communication skill and would ease the mathematical learning process test.

scholarly journals The Influence Of PQ4R Strategy And Mathematical Reasoning Ability Towards Mathematical Communication Skills

2019 ◽  
Vol 3 (1) ◽  
pp. 18-31
Author(s):  
Alberta Parinters Makur
Keyword(s):  
Quantitative Research ◽  
Communication Skill ◽  
Learning Strategy ◽  
Mathematical Reasoning ◽  
Reasoning Ability ◽  
Mathematical Communication ◽  
Significant Difference ◽  
Reading And Math ◽  
Quasi Experimental ◽  
Reasoning Skill

This study was performed to examine the students’ reading and math skills that affected their mathematics achievement. The objective of this research was to know the effectiveness of reading strategy (PQ4R strategy) on mathematical communication skill based on mathematical reasoning skill.It was quantitative research using quasi-experimental method conducted at SMAN 3 Depok in 2014 with 80 samples of students selected based on their mathematical reasoning skill. Data were obtained through questions about mathematical reasoning and mathematical communication and then analyzed with two-way ANOVA. The data analysis and interpretation showed that students who were taught with PQ4R strategy had better mathematical communication skill than students who have been traditionally taught. The effect of mathematical communication skill differed depending on mathematical reasoning ability. There was a more significant difference between students with high mathematical reasoning skill and low mathematical reasoning skill for students in the treatment condition than there was for subjects in the control condition. Thus, there was an interaction between the learning strategy and mathematical reasoning skill. The findings lead to the recommendation that reading skill could be used to improve student's mathematical communication skill and would ease the mathematical learning proces.test. DOI: https://doi.org/10.31235/osf.io/6xk7b

Beyond the Golden Ratio: A Calculator-Based Investigation

2001 ◽  
Vol 94 (2) ◽  
pp. 138-144
Author(s):  
Peter L. Glidden
Keyword(s):  
Problem Solving ◽  
Mathematical Reasoning ◽  
Golden Ratio ◽  
School Mathematics ◽  
Opportunities To Learn ◽  
Mathematical Communication ◽  
Evaluation Standards ◽  
Mathematical Connections ◽  
Principles And Standards ◽  
Classroom Use

NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) calls for increased emphasis on problem solving, mathematical reasoning, mathematical communication, and mathematical connections. This call is reaffirmed in Principles and Standards for School Mathematics (NCTM 2000). A preferred way of achieving these goals is by having students perform mathematical investigations in which they explore mathematics, search for patterns, and use technology when appropriate. In short, students should be given opportunities to learn mathematics by doing mathematics. Of course, if students are to learn mathematics through investigations, teachers must have a ready supply of such investigations available for classroom use.

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