scholarly journals The Effect of Using the Numbered Heads Strategy for Development of Mathematical Concepts and Visual Thinking Skills in Mathematics for Students of the Second Intermediate Grade in Madinah

2020 ◽  
Vol 2 (1) ◽  
pp. 5-5
Author(s):  
Mansour A. Alblady ◽  
Ayman A. Mamdoh
Keyword(s):  
Thinking Skills ◽  
Visual Thinking ◽  
Intermediate Grade ◽  
Mathematical Concepts

scholarly journals TYPICAL CLASS METHODS FOR SOLVING EQUATIONS AND INEQUALITIES WITH DIFFERENT STRUCTURES

2021 ◽  
Vol 58 (3) ◽  
pp. 53-62
Author(s):  
A.K. Alpysov ◽  
◽  
A.K. Seytkhanova ◽  
I.Sh. Abishova ◽  
◽  
...  
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematical Concept ◽  
Thinking Skills ◽  
Practical Application ◽  
Mathematical Concepts ◽  
Theoretical Substantiation ◽  
New Methods ◽  
General Article ◽  
Solving Equations

The article discusses the ways of developing skills and abilities to effectively solve problems when describing methods for solving equations and inequalities, clarifying theoretical knowledge, the basics of forming skills for practical application. The formation of mathematical concepts through solving problems in teaching mathematics opens the way to the development of mathematical thinking, the application of knowledge in practice, and the development of search skills. To master a mathematical concept, along with its definition, it is necessary to know its features and properties. This can be achieved primarily through problem solving and exercise. Problem solving is based on the development of new methods, the creation of algorithms, ways of developing practical skills in the methods and techniques mastered with the help of tasks.In addition, transforming equations and inequalities through the development of thinking skills helps to identify common or special properties in order to draw correct conclusions. Solving various problems, it shows what operations should be used to determine the situation in which a solution was found, and what features of the solution allow choosing the most effective methods. Thanks to the theoretical substantiation of the general article, it is possible to master convenient methods for solving equations and inequalities of various structures.

scholarly journals Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity

2020 ◽  
Vol 9 (3) ◽  
pp. 243
Author(s):  
MEHMET FATIH ÖÇAL ◽  
TUĞRUL KAR ◽  
GÜRSEL GÜLER ◽  
ALI SABRI İPEK
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Dynamic Geometry ◽  
Thinking Skills ◽  
Problem Posing ◽  
Dynamic Geometry Environment ◽  
Mathematical Concepts ◽  
Prospective Mathematics Teachers

This study aims to investigate the similarities and differences between prospective mathematics teachers’ creative thinking skills in paper-pencil test and on a Geogebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra’s main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were; (i) lack of problem-posing experience, (ii) the structure of problem-posing activity, and (iii) prospective teachers’ mathematical content knowledge.

scholarly journals Students’ visual thinking ability in solving the integral problem

2020 ◽  
Vol 5 (2) ◽  
pp. 175-186
Author(s):  
Ummu Sholihah ◽  
Maryono Maryono
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Essential Role ◽  
Thinking Skills ◽  
Specific Information ◽  
Visual Thinking ◽  
Graph Problems ◽  
Learning Mathematics ◽  
Thinking Ability ◽  
Technological Tools

Visual thinking plays an essential role in solving problems and in learning mathematics. Many students do not understand how to graphically or geometrically represent problems and solve algebra problems. Visual thinking is the ability, process, and results of creating, interpreting, using, and imagining images and diagrams on paper or with technological tools, describing and communicating information and ideas, developing ideas, and understanding improvement. This research describes students’ visual thinking ability to solve integral problems. The approach used in this study was descriptive qualitative. The subjects in this study were three students from the Department of Mathematics Education at the State Islamic Institute of Tulungagung. The data were collected by using tests and interviews. The steps to analyze the data were categorization, reduction, exposure, interpretation, and conclusion. Based on the analysis of students’ visual thinking skills in solving integral problems, there were three levels of visual thinking: semi-local visual, local visual, and global visual. At the semi-local visual level, students could only understand algebraically, and they have not shown it graphically at all. Meanwhile, at the local visual level, they have already understood geometry as an alternative language and been able graphically represented problems or concepts, even though it was not perfectly done yet. While on a global visual level, they could perfectly visualize visual thinking indicators, understand algebra and geometry as alternative languages for problem-solving, extract specific information from diagrams, graph problems, and use them to solve problems perfectly.  

scholarly journals Evaluation of the content of mathematics curricula for the intermediate stage in the light of visual thinking skills: تقويم محتوى مناهج الرياضيات للمرحلة المتوسطة في ضوء مهارات التفكير البصري

2016 ◽  
Vol 2 (5) ◽  
Author(s):  
Hassar bin Hassan bin Mohammed Shweihi
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Quantitative Description ◽  
Intermediate Stage ◽  
Thinking Skills ◽  
Visual Thinking ◽  
School Students ◽  
Middle School Math ◽  
Descriptive Approach ◽  
Mathematics Curricula

  This study aimed at identify the evaluation estimates of the content of the book of maths for the intermediate stage in the light of visual thinking skills. The descriptive approach was used through analysis of content based on objective, structured and quantitative description of thinking skills. The study tool is developed by identifying visual thinking skills related to math study and necessary for middle school students.  The results of the study generally indicated that the content of mathematics books for middle school was interested in visual thinking skills in all middle-school grades. In short, middle school math books have made a clear effort, demonstrating the use of a lot of skills clearly and focusing on important skills for middle school students with visual thinking skills.

scholarly journals PERBANDINGAN STRATEGI BELAJAR AKTIF TIPE JOEPARDY REVIEV DENGAN TIPE HOLLYWOOD SQUARES REVIEW DENGAN PENDEKATAN VISUAL THINKING TERHADAP PEMAHAMAN KONSEP MATEMATIKA

2020 ◽  
Vol 3 (1) ◽  
pp. 11-18
Author(s):  
Ria Indriani ◽  
Imam Syafe'i ◽  
Siska Andriani
Keyword(s):  
Active Learning ◽  
Quantitative Research ◽  
Learning Strategy ◽  
Visual Thinking ◽  
Mathematical Concepts ◽  
Average Value ◽  
Analysis Technique ◽  
Class 1 ◽  
Essay Tests ◽  
Active Learning Strategy

This study aims to compare the Active Learning Type Type Joepardy Reviev with the Type of Hollywood Squares Review with a Visual Thinking Approach to the ability to understand the mathematical concepts of students. This type of research is quantitative research. Data collection techniques used are essay tests, questionnaires and interviews. The data analysis technique used is hypothesis testing using 2 way ANAVA. Based on the results of the study, there were differences in the ability to understand the mathematical concepts of students by using the active learning type Jeopardy Review and Hollywood Squares Review strategies using the Visual Thinking approach. The Hollywood Squares Review active learning strategy with the Visual Thinking approach provides a better influence on students' ability to understand mathematical concepts. This can be seen from the average value of the mathematics concept comprehension test results of the experimental class 2 students using the Hollywood Squares Review type active learning strategy with Visual Thinking approach of 78,346 higher than the experimental class 1 using the Jeopardy Review type active learning strategy with the Visual Thinking approach is 77,500. Penelitian ini bertujuan untuk membandingkan Strategi Belajar Aktif Tipe Joepardy Reviev Dengan Tipe Hollywood Squares Review Dengan Pendekatan Visual Thinking terhadap kemampuan pemahaman konsep matematis peserta didik. Jenis penelitian ini adalah penelitian kuantitatif. Tehnik pengumpulan data yang digunakan adalah tes essay, angket dan wawancara. Tehnik analisis data yang digunakan adalah uji hipotesis dengan menggunakan anava 2 jalan. Berdasarkan hasil penelitian diperoleh terdapat perbedaan kemampuan pemahaman konsep matematika peserta didik dengan menggunakan strategi pembelajaran aktif tipe Jeopardy Review dan Hollywood Squares Review dengan pendekatan Visual Thinking. Strategi pembelajaran aktif tipe Hollywood Squares Review dengan pendekatan Visual Thinking memberikan pengaruh yang lebih baik terhadap kemampuan pemahaman konsep matematika peserta didik. Hal ini terlihat dari nilai rata-rata hasil tes kemampuan pemahaman konsep matematika peserta didik kelas eksperimen 2 yang menggunakan strategi pembelajaran aktif tipe Hollywood Squares Review dengan pendekatan Visual Thinking sebesar 78,346 lebih tinggi dibandingkan dengan kelas eksperimen 1 yang menggunakan strategi pebelajaran aktif tipe Jeopardy Review dengan pendekatan Visual Thinking sebesar 77,500.

scholarly journals Improve Critical Thinking Ability and Motivation in Learning Mathematics Through the Adobe Flash Cs 5.0 Game

2019 ◽  
Vol 1 (8) ◽  
pp. 869
Author(s):  
Fathoni Fathoni ◽  
Siti Maghfirotun Amin ◽  
Siti Khabibah
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Needs ◽  
Mathematical Concepts ◽  
Critical Thinking Ability ◽  
Adobe Flash ◽  
Learning Mathematics ◽  
Thinking Ability ◽  
Teachers And Students

Mathematical learning needs to be given to all students starting from elementary school, so that students practice how to think in drawing conclusions and be able to express their opinions with the beliefs and honesty that comes from someone. But when learning mathematics the problem that often arises is a lack of motivation. Baroody (1993) says that reasoning is an important tool in learning mathematics to produce ideas so students can understand mathematical concepts correctly. Efforts made by teachers to improve thinking skills and motivation in learning mathematics are through the Adobe Flash CS 5.0 game which is expected to provide new and enjoyable experiences for teachers and students. In addition to more varied learning, students can be motivated to learn and enjoy what they learn.

The Process of Thinking among Junior High School Student in Solving HOTS Question

2015 ◽  
Vol 4 (3) ◽  
pp. 138 ◽  
Author(s):  
Bakry Bakry ◽  
Md Nor Bin Bakar
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Real Life ◽  
Thinking Skills ◽  
Mathematical Concepts ◽  
Mathematics Problems ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Thinking Process

Higher order thinking skills (HOTS) is one of the important aspect of teaching and learning mathematics. By using HOTS, student will be able to acquire a deep understand of mathematical concepts and can be applied in real life. Students ability to develop the capacity of the HOTS is closely related with thinking processes while solving mathematics problems. This research focused, at describing the thinking process of students in solving mathematical problem involving HOTS problem. The method used is a qualitative method and case study design, the data collected through mathematics tests and interviews. There are 3 students selected as participant Data analysis techniques are descriptive qualitative, analysis according to the model proposed by Miles and Huberman (1992), namely data reduction, data presentation and conclusion. The result of the study showed that the students thinking process in solving mathematics problem is by using the systematic thinking (1) creating of meaning (2) making of opinion, and 3) making conclution.

Sign in / Sign up

Export Citation Format

Share Document