scholarly journals Aktivitas Matematika Berbasis Budaya pada Masyarakat Lampung

2016 ◽  
Vol 7 (2) ◽  
pp. 221-230
Author(s):  
Rosida Rakhmawati
Keyword(s):  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Concept ◽  
Vital Role ◽  
Exploratory Research ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
Home Building ◽  
Culture Based Education

Culture-based education has a vital role of individuals and communities to achieve progressivity in all aspects of life. Math-based culture called ethnomathematics is an approach that can be used to explain the role of mathematics in a multicultural society. Mathematical concepts used to explore the existence of mathematics in culture, especially traditional societies of Lampung. This study aims to describe the results of exploration Lampung Ethnomathematics with this kind of exploratory research as well as an ethnographic approach. The results showed that without studying the mathematical concept, traditional society of Lampung have applied these concepts in their daily lives using ethnomathematics. Proved the existence of mathematical concepts contained in custom home building, the local unit of  Lampung, geometric shapes motif of tapis, as well as traditional games Lampung. Researchers suggest the results of this study to (a) used as alternative ideas mathematics learning outside the classroom, (b) introduced in learning formal mathematics as initial capital to teach the concept of mathematics to students, (c) be used as reference material for preparing a matter of mathematical problem-solving context.

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

scholarly journals Contrasting Mathematical Phenomena and Concepts in Ethnomathematics through Etic and Emic Approaches: A Study of Dhikr Jahar Practices in Tariqa Qodiriyah Naqsyabandiyah Ma’had Suryalaya

2021 ◽  
Vol 12 (1) ◽  
pp. 193-218
Author(s):  
Eko Yulianto ◽  
Wahyudin Wahyudin ◽  
Ahmad Tafsir ◽  
Sufyani Prabawanto
Keyword(s):  
Data Processing ◽  
Cultural Diversity ◽  
Qualitative Methods ◽  
Mathematical Concept ◽  
Research Trends ◽  
Mathematical Research ◽  
Mathematical Concepts ◽  
Second Stage ◽  
Emic And Etic

Ethno-mathematical research trends pioneered by D'Ambrosio are on the rise, especially in Indonesia as a nation with high cultural diversity which has a lot of potential researches to be explored. This paper has two major objectives, first to explore the importance of the role of mathematics in the practice of Dhikr Jahar in Tariqa Qodiriyyah Naqsyabandiyyah and second to contrast the differences between mathematical phenomena and mathematical concepts in ethnomathematics research. Attempts to contrast the mathematical phenomena and mathematical concepts in ethnomathematics was expected to provide a sharper highlight in the writing of ethnomathematics research. This research used qualitative methods with two approaches, namely ethnography and phenomenology. The locations of the research are at Pondok Pesantren Suryalaya-Sirnarasa and Padepokan Talangraga Tasikmalaya with observations for 9 months in the first stage and then 6 months in the second stage. The number of respondents interviewed in this research were 48 people. Data processing was performed using the Nvivo 12 Plus. The results showed that there are many mathematical phenomena in the practice of Dhikr Jahar Ikhwan TQN. In carrying out the practice of dhikr, the Ikhwan used a mathematical concept with two events, fingers and prayer beads aids. The concept of counting in dhikr was used strictly by the Ikhwan. They believe that numbers have an important role in the quantity of dhikr. Contrasting mathematical phenomena and mathematical concepts can be done with an emic and etic approach and is expected to become an alternative style in ethnomathematics research. 

Activites for Students: Dynamic Diagrams

2001 ◽  
Vol 94 (7) ◽  
pp. 566-574
Author(s):  
Elizabeth George Bremigan
Keyword(s):  
Mathematics Classroom ◽  
Mathematical Problem ◽  
Visual Representations ◽  
Mathematical Concept ◽  
Mathematics Textbooks ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematical Problems

Reasoning with visual representations is an important component in solving many mathematical problems and in understanding many mathematical concepts and procedures. Students at all levels of mathematics frequently encounter visual representations—for example, diagrams, figures, and graphs—in discussions of mathematical ideas, in mathematics textbooks, and on tests. Teachers often use visual representations in the classroom when they present a mathematical problem, explain a problem's solution, or illustrate a mathematical concept. Although they frequently encounter and use visual representations in the mathematics classroom, neither teachers nor students may explicitly recognize the power of reasoning with visual representations or the potential for misconceptions that can arise from their use.

scholarly journals Etnomatematika: Melestarikan Kesenian dengan Pembelajaraan Matematika

2021 ◽  
Vol 7 (2) ◽  
pp. 33
Author(s):  
Sri Hartanti ◽  
Ramlah Ramlah
Keyword(s):  
Learning Theory ◽  
Social Constructivism ◽  
Qualitative Method ◽  
Mathematics Learning ◽  
Research Result ◽  
Literature Study ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
The Social ◽  
The Relationship

Abstrak Media pembelajaran matematika secara kontekstual dikaitkan dengan kehidupan siswa sehari-hari sehingga akan mempermudah memahami karena siswa mengetahui secara jelas penerapannya. Tujuan penelitian ini adalah mendeskripsikan hubungan konsep matematis dalam kesenian tari jaipong yang dapat dijadikan topik bahasan dalam kegiatan pembelajaran matematika dan mendeskripsikan konstruksi konsep-konsep matematis yang ditemukan ke dalam matematika. Penelitian ini menggunakan metode kualitatif studi pustaka. Berdasarkan analisis data diperoleh hasil penelitian bahwa terdapat dua unsur dalam tari jaipong yang dapat diterapkan konsep matematis, yaitu gerakan penari dan alat-alat musik pengiring tari jaipong berupa seperangkat gamelan. Implikasi penelitian ini juga menemukan bahwa teori belajar yang mendukung penelitian ini adalah teori belajar konstruktisme sosial. Kata Kunci Eksplorasi, etnomatematika, tari jaipong   Abstract Mathematics learning media is contextually linked to students’ daily lives so that it will make it easier to understand because students know clearly its application. The purpose of this study is to describe the relationship between mathematical concepts in jaipong dance which can be used as a topic of discussion in mathematics learning activities and to describe the construction of mathematical concepts found in mathematics. This research uses a qualitative method of literature study. Based on the data analysis, the research result shows that there are two elements in the jaipong dance that can be applied mathematical concepts, namely the dancer movement and musical instruments that accompany the jaipong dance in the form of a set of gamelan. The implication of this research is also finding that the learning theory that supports this research is the social constructivism learning theory. Keywords Exploration, ethnomathematics, dance jaipong

scholarly journals Digital Storytelling Enhancing Chinese Primary School Students’ Self-Efficacy in Mathematics Learning

2021 ◽  
Vol 15 ◽  
pp. 183449092199143 ◽  
Author(s):  
Hannele Niemi ◽  
Shuanghong Jenny Niu
Keyword(s):  
Self Efficacy ◽  
Digital Storytelling ◽  
Mathematics Learning ◽  
Learning Experiences ◽  
Data Sets ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Teachers And Students

The aim of this study was to uncover how digital storytelling advances students’ self-efficacy in mathematics learning and what kinds of learning experiences contribute to self-efficacy. Four Chinese classes with 10- to 11-year-old students ( N = 121) participated in the project. The mathematics learning theme was geometry. Quantitative data was collected with questionnaires. The qualitative data was based on teachers’ and students’ interviews and observations. Both data sets showed that the students’ self-efficacy increased significantly during the project. The most important mediator was students’ perception of the meaningfulness of mathematics learning; digital storytelling enhanced the students’ ability to see mathematics learning as useful. They became more confident that they could learn mathematics and understand what they had learned. They also felt more confident in talking with their classmates about mathematical concepts. The role of self-efficacy was twofold: it supported students’ learning during the project and it increased due to meaningful mathematics learning experiences.

scholarly journals DAMPAK PENERAPAN METODE NUMBERED HEADS TOGETHER TERHADAP PEMAHAMAN KONSEP MATEMATIS SISWA [THE IMPACT OF THE IMPLEMENTATION OF THE NUMBERED HEADS TOGETHER METHOD ON STUDENTS' MATHEMATICAL CONCEPTUAL UNDERSTANDING]

2021 ◽  
Vol 17 (1) ◽  
pp. 159
Author(s):  
Gidion Indra Saputra ◽  
Melda Jaya Saragih
Keyword(s):  
Junior High School ◽  
Mathematics Learning ◽  
Mathematical Concept ◽  
Thinking Skills ◽  
Mathematical Concepts ◽  
Student Work ◽  
Descriptive Research ◽  
Learning Mathematics ◽  
Qualitative Descriptive ◽  
The Impact

<p>One of the objectives of learning mathematics is to develop students' understanding of mathematical concepts to be able to solve math problems. In mathematics learning, understanding concepts is very important because by understanding concepts students can learn higher order thinking skills. However, through a test at the observation stage, the researchers found that students had difficulty understanding mathematical concepts. The purpose of this study was to see whether the application of the Numbered Heads Together method influences students’ understanding of mathematical concepts. The research was conducted on 32 seventh grade students at Rantepao Christian Junior High School using qualitative descriptive research. Data sources in this study include student work results, mentor observation sheets, tests, and researcher reflection journals. The results of the study show that the application of the Numbered Heads Together method can help develop students' understanding of the mathematical concept.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Salah satu tujuan dari pembelajaran Matematika adalah mengembangkan pemahaman konsep matematik siswa untuk dapat menyelesaikan masalah Matematika. Dalam pembelajaran Matematika, memahami konsep sangat penting karena dengan memahami konsep Matematika siswa dapat mempelajari ketrampilan berpikir yang lebih tinggi. Namun, melalui test pada tahap observasi, peneliti menemukan bahwa siswa mengalami kesulitan dalam memahami konsep Matematika. Tujuan penelitian ini adalah untuk melihat dampak penerapan metode Numbered Heads Together terhadap pemahaman konsep matematis siswa. Penelitian dilakukan kepada 32 siswa kelas VII di SMP Kristen Rantepao dengan menggunakan jenis penelitian deskriptif kualitatif. Sumber data dalam penelitian ini antara lain: hasil pekerjaan siswa, lembar observasi mentor, tes, dan jurnal refleksi peneliti. Hasil penelitian menunjukkan bahwa penerapan metode Numbered Heads Together dapat membantu mengembangkan pemahaman konsep matematis siswa.</p>

scholarly journals PENGARUH PENDEKATAN MATEMATIKA REALISTIK TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA

2019 ◽  
Vol 4 (2) ◽  
pp. 237-243
Author(s):  
Azrina Purba
Keyword(s):  
Mathematical Problem ◽  
Sampling Technique ◽  
Mathematical Concept ◽  
Positive Influence ◽  
Posttest Score ◽  
Mathematical Approach ◽  
Mathematical Concepts ◽  
Average Ability ◽  
Realistic Mathematics ◽  
Quasi Experimental

Abstract. The purpose of this study is to determine the effect of learning by using a realistic mathematical approach to the ability to understand students' mathematical concepts. This research is a quasi-experimental research. This research was conducted at MTs Islamiyah Medan. The research sample consisted of 50 students, 25 experimental class students, and 25 control class students obtained by cluster random sampling technique in class VII students. The results of the study explained that the average ability to understand mathematical concepts of students who use a realistic mathematical approach is higher than the average ability to understand mathematical concepts of students who use conventional learning. It can be seen from the average posttest score of students' mathematical problem-solving ability of 29.125 in the experimental class and 27.250 in the control class. However, the realistic mathematical approach model in the experimental class was significantly more successful in improving students' understanding of mathematical concept skills compared to conventional methods. Thus the learning of realistic mathematics influences the ability to understand the concepts of mathematical students (tcount = 3.91> ttable = 2.13). The conclusion of this study is that there is a positive influence on realistic mathematical approaches to students' mathematical concept understanding abilities.Keywords: Realistic Mathematics Approach, Understanding of Mathematical Concepts.

scholarly journals Language and Context in Mathematical Problem Solving: A Threat to Students’ Performance and Assessment

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 252-263
Author(s):  
Dr. Muhammad Ilyas Mahmood ◽  
Mobashra Mobeen ◽  
Sajid Abbas
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
First Language ◽  
Learning Performance ◽  
Mathematical Problem Solving ◽  
Knowing That ◽  
Low Levels ◽  
Esl Learners

The study recognizes that word problems are the necessary part and a key component of mathematics education. Knowing that mathematics, language as a means, and the situation context are never separable, the study was designed to identify the effect of language (L1, L2) and the context on problem solving in mathematics for 2nd, 3rd, and 4th grader English as a second language (ESL) learners. For this, four achievement tests with possible variations of language and context were utilized as instrument to investigate three research questions. 867 students from three existing scenarios of school mathematics learning in Pakistan participated in the study. The data were analyzed through SPSS utilizing both descriptive as well as inferential methods. The results revealed that language and context have significant effect on problem solving. The study exposed that mathematical problem-solving assessments cannot be called valid if the factors of language and context are not taken into consideration. Learners’ first language was strongly recommended for teaching mathematics at low levels. This study will uniquely contribute to understanding and determining the due role of language in mathematics learning, performance, and assessments in all educational contexts.

The role of gestural polysigns and gestural sequences in teaching mathematical concepts

Gesture ◽  
2018 ◽  
Vol 17 (1) ◽  
pp. 128-157 ◽  
Author(s):  
Alice Ovendale ◽  
Heather Brookes ◽  
Jean-Marc Colletta ◽  
Zain Davis
Keyword(s):  
Learning Process ◽  
First Graders ◽  
Mathematical Concept ◽  
Analytical Tool ◽  
Mathematical Concepts ◽  
Conceptual Role ◽  
Symbolic Processes ◽  
Representational Gestures ◽  
Mathematical Signs

Abstract In this paper, we examine the conceptual pedagogical value of representational gestures in the context of teaching halving to first graders. We use the concept of the ‘polysign’ as an analytical tool and introduce the notion of a ‘mathematics gesture sequence’ to assess the conceptual role gestures play in explicating mathematical concepts. In our study of four teachers each teaching a lesson on halving, they produced representational polysign gestures that provided multiple layers of information, and chained these gestures in mathematical gestural sequences to spatially represent the operation of halving. Their use of gestures and their ability to use gestures accurately to convey mathematical concepts varied. During the lesson, learners, whose teachers used few representational gestures or used gestures that were conceptually incongruent with the mathematical concept, expressed more confusion than learners whose teachers used conceptually appropriate gestures. While confusion can be a productive part of the learning process, our analysis shows that producing conceptually appropriate gestures may be important in mediating concepts and the transition from concrete and personal symbolic processes to institutional mathematical signs.

scholarly journals Probit Regression Analysis in Estimating the Effect of Learning Assisted by Cabri 3D on Students' Mathematical Understanding Ability

2019 ◽  
Vol 10 (2) ◽  
pp. 319-326
Author(s):  
Leni Marlena ◽  
Esti Ambar Nugrheni
Keyword(s):  
Regression Analysis ◽  
Mathematics Learning ◽  
Mathematical Concept ◽  
Probit Regression ◽  
Mathematical Concepts ◽  
Concept Understanding ◽  
Dummy Variable ◽  
Mathematics Ability ◽  
Independent Variable ◽  
3D Software

Social connection requires each individual to have a strong understanding of the environment. Concept understanding can be improved through software. The goal of this research is to predict the effect of mathematics learning using Cabri 3D software. The dependent variable is the mathematics concept of understanding ability. The independent variable is the dummy variable that determines the type of the class. The value of the dummy variable for the class that applied the Problem-based Learning (PBL) assisted by Cabri 3D is 1 and the value of the dummy variable for class without Cabri 3D is 0.  Students' mathematics ability was measured by a percentage or probability. The values of the mathematical concept understanding obtained by students were converted into probability values. After the data has been collected, probit regression analysis was used to see the probability of success of mathematical concepts understanding of those who were taught using PBL and those who were taught without using PBL without Cabri 3D. The results of data analysis showed that the types of classes significantly affect the mathematical concept of understanding ability. Thus, it can be concluded that learning with Cabri 3D can improve the mathematical concept of understanding ability. 

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