scholarly journals Ciclo de estudo e desenho de tarefasStudy and Task Design Cycle

2021 ◽  
Vol 22 (3) ◽  
pp. 666-697
Author(s):  
Tânia Cristina Rocha Silva Gusmão ◽  
Vicenç Font
Keyword(s):  
Mathematical Knowledge ◽  
Research Method ◽  
Mathematics Learning ◽  
Task Design ◽  
Mathematical Tasks ◽  
Teaching Mathematics ◽  
Pedagogical Practice ◽  
Design Cycle ◽  
Sobre Todo ◽  
And Task

ResumoEste artigo apresenta o Ciclo de Estudo e Desenho de Tarefas (CEDT) como um método de pesquisa dirigido ao estudo e desenho de tarefas matemáticas para orientar, sobretudo, o trabalho do professor em sala de aula. Fundamentado na junção de ferramentas teóricas da perspectiva do Desenho de Tarefas e dos Critérios de Idoneidade Didática, o CEDT resulta em uma ferramenta potente e interessante para orientar o trabalho com tarefas matemáticas e tem se configurado como um espaço privilegiado para estudos e discussões em torno do conhecimento didático e matemático; aquisição de experiências e conhecimentos e reflexões para mudanças na prática pedagógica. Subjaz a esse artigo a intenção de divulgar os resultados das pesquisas desenvolvidas com o CEDT, a fim de fomentar discussões sobre a temática.Palavras-chave: tarefas, desenho de tarefas, critério de idoneidade didática, ensino de matemática, aprendizagem de matemática.AbstractThis article presents the of Study and Task Design Cycle (STDC) as a research method aimed at the study and design of mathematical tasks to guide, above all, the work of the teacher in the classroom. Based on the combination of theoretical tools from the perspective of Task Design and Didactic Suitability Criteria, the STDC results in a powerful and interesting tool to guide working with mathematical tasks and has been configured as a privileged space for studies and discussions around didactic and mathematical knowledge; acquisition of experiences and knowledges and reflections for changes in pedagogical practice. This article is based on the intention of disseminating the results of the research developed with the STDC, in order to foster discussions on the issue in question.Keywords: tasks, task design, didactic suitability criterion, mathematics teaching, mathematics learning.                                                         ResumenEste artículo presenta el Ciclo de Estudio y Diseño de Tareas (CEDT) como un método de investigación orientado al estudio y diseño de tareas matemáticas para guiar, sobre todo, el trabajo del profesor en el aula. Basado en la combinación de herramientas teóricas desde la perspectiva del Diseño de Tareas y Criterios de Adecuación Didáctica, el CEDT da como resultado una poderosa e interesante herramienta para guiar el trabajo con tareas matemáticas y ha sido un espacio privilegiado para estudios y discusiones en torno al conocimiento didáctico y matemático; adquisición de experiencias; conocimientos y reflexiones para los cambios en la práctica pedagógica. También tiene la intención de este artículo difundir los resultados de la investigación trabajando con el CEDT con el fin de fomentar los debates sobre la temática.Palabras clave: tareas, diseño de tareas, criterio de adecuación didáctica, enseñanza de matemáticas, aprendizaje matemático.

Bridging powerful knowledge and lived experience: Challenges in teaching mathematics through COVID-19

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Karin Brodie ◽  
Deepa Gopal ◽  
Julian Moodliar ◽  
Takalani Siala
Keyword(s):  
Lived Experience ◽  
Mathematical Knowledge ◽  
Teacher Practices ◽  
School Experiences ◽  
Task Design ◽  
Teaching Mathematics ◽  
Disciplinary Knowledge ◽  
Productive Disciplinary Engagement ◽  
Powerful Knowledge ◽  
Out Of School

The coronavirus disease 2019 (COVID-19) pandemic supported an investigation of ongoing challenges as to whether and how to make mathematics relevant to learners’ lifeworlds. Given that COVID-19 created major disruptions in all learners’ lives, we developed and taught tasks that attempted to make links between their experiences of the pandemic and disciplinary mathematical knowledge. We located our investigation in current debates about the extent to which disciplinary knowledge can be linked to learners’ out-of-school experiences. We developed and analysed two tasks about COVID-19 that could support link-making and productive disciplinary engagement, and analysed one Grade 10 teacher teaching these tasks. We found that linking mathematics to learners’ lifeworlds is both possible and extremely difficult in relation to task design and how the teacher mediates the tasks. In relation to task design, we argue that teachers cannot do it alone; they need to be supported by the curriculum and textbooks. In relation to mediation, we saw that teacher practices are difficult to shift, even in the best of circumstances. We articulate the complexities and nuances involved in bridging powerful knowledge and lived experience and thus contribute to debates on how to teach powerful knowledge in relation to learners’ lifeworlds.

scholarly journals Research on toy design based on the psychological and emotional needs of the elderly

2020 ◽  
Vol 179 ◽  
pp. 02057
Author(s):  
Zhao Qian ◽  
Zuo Hongliang
Keyword(s):  
Difference Method ◽  
Research Method ◽  
The Elderly ◽  
Task Design ◽  
Emotional Needs ◽  
Literature Research ◽  
Semantic Difference ◽  
The Future ◽  
Toy Design ◽  
And Task

This topic provides an overview of the research content in terms of background status, purpose, significance, etc., and analyzes the characteristics and needs of the elderly and the old toys on the current market. The literature research method and semantic difference method are used to further analyze the old toys. The causes and effects of user psychology and task design are studied to provide directions and ideas for toy design for the elderly in the future.

scholarly journals Self Efficacy Calon Guru Matematika

2020 ◽  
Vol 9 (3) ◽  
pp. 419-428
Author(s):  
Tina Sri Sumartini
Keyword(s):  
Data Analysis ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Mathematical Knowledge ◽  
Research Method ◽  
Sampling Technique ◽  
The Self ◽  
Teaching Mathematics ◽  
Purposive Sampling ◽  
Prospective Mathematics Teachers

AbstrakSelf-efficacy calon guru matematika masih kurang. Oleh karena itu, perlu dilakukan analisis mengenai self-efficacy calon guru matematika sehingga dapat diketahui aspek self-efficacy yang perlu ditingkatkan. Tujuan penelitian ini yaitu untuk menganalisis self-efficacy calon guru matematika dalam mengajar matematika. Metode penelitian yang digunakan yaitu kualitatif dengan menggunakan teknik purposive sampling. Sampel yang diambil sebanyak tiga orang calon guru matematika jurusan pendidikan matematika di Institut Pendidikan Indonesia. Analisis data dilakukan secara kualitatif. Hasil penelitian menunjukkan bahwa calon guru matematika memiliki keyakinan dalam penguasaan pengetahuan matematika, namun merasa kurang yakin bahwa dirinya mampu untuk menyampaikan materi matematika kepada siswa. Kurangnya keyakinan ini berakibat pada kemampuan pedagogis calon guru matematika.  Self-Efficacy of Mathematics Prospective TeachersAbstractThe self-efficacy of prospective mathematics teachers is still lacking. Therefore, it is necessary to analyze the self-efficacy of prospective mathematics teachers so that it can be seen which aspects of self-efficacy need to be improved. The purpose of this study was to analyze the self-efficacy of prospective mathematics teachers in teaching mathematics. The research method used is qualitative by using a purposive sampling technique. The sample taken was three prospective mathematics teachers majoring in mathematics education at the Indonesian Institute of Education. The data analysis was done qualitatively. The results showed that the prospective mathematics teacher had confidence in the mastery of mathematical knowledge, but felt less confident that he was able to convey mathematics material to students. This lack of confidence results in the pedagogical abilities of prospective mathematics teachers.

scholarly journals TEORI KOGNITIF BRUNER DALAM PEMBELAJARAN MATEMATIKA

2021 ◽  
Vol 5 (2) ◽  
pp. 87
Author(s):  
Ahmad Hatip ◽  
Windi Setiawan
Keyword(s):  
Learning Theory ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Cognitive Theory ◽  
Mathematics Learning ◽  
Cognitive Learning ◽  
Teaching Mathematics ◽  
Learning Mathematics ◽  
Cognitive Learning Theory

ABSTRAK Artikel ini menganalisis bagaimana mengaplikasikan teori kognitif Bruner dalam pengajaran matematika berdasar teori pembelajaran penemuan. Melalui analisis pembelajaran kasus matematika, tujuan dari pengajaran matematika adalah untuk memungkinkan siswa menguasai struktur pengetahuan matematika secara komprehensif. Guru matematika harus aktif menciptakan kondisi dalam mengajar, dan membimbing siswa untuk menemukan dan belajar aktivitas langsung, pemikiran dan representasi. Dari akuisisi pasif pengetahuan menjadi penemuan aktif mandiri, sehingga siswa menjadi objek utama belajar matematika. Kata kunci : Kognitif Bruner,  Teori Belajar, Pembelajaran Matematika ABSTRACT This article analyzes how to apply Bruner's cognitive theory of discovery in teaching based on learning theory. Through the analysis of mathematics case learning, the aim of teaching mathematics is to help students master mathematical knowledge comprehensively. Mathematics teachers must actively create conditions in teaching, and guide students to discover and learn direct activity, thinking and representation. From the acquisition of knowledge to independent active discovery, so that students become the main object of learning mathematics. Keywords : Bruner's Cognitive, Learning Theory, Mathematics Learning

scholarly journals Implementasi Pembelajaran Matematika Realistik untuk Peningkatan Hasil Belajar Siswa

At- Tarbawi ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 101-116
Author(s):  
Nurhafni Nurhafni
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Student Understanding ◽  
Teaching Mathematics ◽  
Research Subjects ◽  
Average Value ◽  
Realistic Mathematics ◽  
Class Average

The purpose of this study was to determine the improvement of mathematics learning outcomes in fractional material by applying realistic mathematics learning in class IV.B SD Negeri 1 Langsa. The research method used is Classroom Action Research (CAR) with two cycles. The research subjects were conducted in class IV.B in 2014/2015. The location of the research was carried out at SD Negeri 1 Langsa. From the results of the study, it was found that there was an increase in learning outcomes in fractional material using realistic mathematics learning for grade IV.B students at SD Negeri 1 Langsa. Where the increase in the class average value of 60.92 in the pre-cycle rose to 76.05 in the first cycle and rose to 85.21 in the second cycle. At the end of the learning process the students were very active and there was a change in student understanding for the better so that student learning outcomes increased, thus it can be concluded that the application of realistic mathematics learning to fractions material can improve learning outcomes for grade IV.B students at SD Negeri 1 Langsa. So it is suggested that teachers can use realistic mathematics learning when teaching mathematics learning.

scholarly journals DEVELOPING LEARNING MATERIALS WITH SEARCH-SOLVE-CREATE-SHARE STRATEGY TO ENCHANCE PRE-SERVICE TEACHERS’ BASIC SKILLS OF TEACHING MATHEMATICS

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Diar Veni Rahayu ◽  
Yaya S. Kusumah ◽  
Darhim Darhim
Keyword(s):  
Research Method ◽  
Significant Contribution ◽  
Basic Skills ◽  
Mathematics Learning ◽  
Teaching Mathematics ◽  
Learning Material ◽  
Learning Materials ◽  
Development Method ◽  
Qualified Teachers ◽  
And Mathematics

One of skills which must be achieved by mathematics pre-service teachers is the basic skills of teaching mathematics. By having these skills, the pre-service teachers are expected to be able to become qualified teachers of the field they are going to have. However, there are still many mathematics pre-service teachers and mathematics teachers who haven’t achieved good basic skills of teaching mathematics. This was one of many factors that cause students’ low achievement in math. This study aims at solving the problem by developing learning materials with Search-Solve-Create-Share strategy to enhance the pre-service teachers’ basic skills of teaching mathematics. The research method used in this study is modified research and development method. In a nutshell, this study provides a significant contribution towards research in the mathematics education field particularly in producing suitable learning materials to enhance the pre-service teachers’ basic skills of teaching mathematics. Keywords: Basic Skills of Teaching Mathematics, Learning Material, Search-Solve-Create-Share

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>

scholarly journals Characterizing Mathematics Learning in Colombian Higher Distance Education

Mathematics ◽  
2021 ◽  
Vol 9 (15) ◽  
pp. 1740
Author(s):  
Elizabeth Martinez-Villarraga ◽  
Isabel Lopez-Cobo ◽  
David Becerra-Alonso ◽  
Francisco Fernández-Navarro
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Cultural Context ◽  
Mathematical Knowledge ◽  
Mixed Methods Research ◽  
Mathematics Learning ◽  
Sequential Design ◽  
Education Students ◽  
Approach To Learning ◽  
Conditional Knowledge

The aim of this work is to characterize the process of constructing mathematical knowledge by higher education students in a distance learning course. This was done as part of an algebra course within engineering degrees in a Colombian university. The study used a Transformative Sequential Design in mixed methods research. The analysis also determined the kinds of mathematical knowledge attained by the students and its relationship to the Colombian social and cultural context. The students acquired declarative, procedural, and conditional knowledge, while the learning strategies were often superficial. In a context where power is distant, students take on a passive approach to learning despite being highly respectful towards the educator. Thus, the educational system has the educator at the center.

scholarly journals Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

2021 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Tenzin Doleck
Keyword(s):  
Word Problem ◽  
Word Problems ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematical Knowledge For Teaching ◽  
Important Indicator ◽  
Strategic Competence ◽  
The Usa ◽  
Valid Solution

AbstractPrior work on teachers’ mathematical knowledge has contributed to our understanding of the important role of teachers’ knowledge in teaching and learning. However, one aspect of teachers’ mathematical knowledge has received little attention: strategic competence for word problems. Adapting from one of the most comprehensive characterizations of mathematics learning (NRC, 2001), we argue that teachers’ mathematical knowledge also includes strategic competence, which consists of devising a valid solution strategy, mathematizing the problem (i.e., choosing particular strategies and presentations to translate the word problem into mathematical expressions), and arriving at a correct answer (executing a solution) for a word problem. By examining the responses of 350 fourth- and fifth-grade teachers in the USA to four multistep fraction word problems, we were able to explore manifestations of teachers’ strategic competence for word problems. Findings indicate that teachers’ strategic competence was closely related to whether they devised a valid strategy. Further, how teachers dealt with known and unknown quantities in their mathematization of word problems was an important indicator of their strategic competence. Teachers with strong strategic competence used algebraic notations or pictorial representations and dealt with unknown quantities more frequently in their solution methods than did teachers with weak strategic competence. The results of this study provide evidence for the critical nature of strategic competence as another dimension needed to understand and describe teachers’ mathematical knowledge.

Sign in / Sign up

Export Citation Format

Share Document