scholarly journals MERIA – Conflict Lines: Experience with Two Innovative Teaching Materials

2021 ◽  
Author(s):  
Željka Milin Šipuš ◽  
Matija Bašić ◽  
Michiel Doorman ◽  
Eva Špalj ◽  
Sanja Antoliš
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Field Trials ◽  
Teaching Materials ◽  
Mathematical Concepts ◽  
Innovative Teaching ◽  
Problem Situations ◽  
The Rich ◽  
Support Students ◽  
Curriculum Topics

The design of inquiry-based tasks and problem situations for daily mathematics teaching is still a challenge. In this article, we study the implementation of two tasks as part of didactic scenarios for inquiry-based mathematics teaching, examining teachers’ classroom orchestration supported by these scenarios. The context of the study is the Erasmus+ project MERIA – Mathematics Education: Relevant, Interesting and Applicable, which aims to encourage learning activities that are meaningful and inspiring for students by promoting the reinvention of target mathematical concepts. As innovative teaching materials for mathematics education in secondary schools, MERIA scenarios cover specific curriculum topics and were created based on two well-founded theories in mathematics education: realistic mathematics education and the theory of didactical situations. With the common name Conflict Lines (Conflict Lines – Introduction and Conflict Set – Parabola), the scenarios aim to support students’ inquiry about sets in the plane that are equidistant from given geometrical figures: a perpendicular bisector as a line equidistant from two points, and a parabola as a curve equidistant from a point and a line. We examine the results from field trials in the classroom regarding students’ formulation and validation of the new knowledge, and we describe the rich situations teachers may face that encourage them to proceed by building on students’ work. This is a crucial and creative moment for the teacher, creating opportunities and moving between students’ discoveries and the intended target knowledge.

Engaging Students through Technology

2004 ◽  
Vol 9 (6) ◽  
pp. 300-305
Author(s):  
A. Kursat Erbas ◽  
Sarah Ledford ◽  
Drew Polly ◽  
Chandra H. Orrill
Keyword(s):  
Problem Solving ◽  
Mathematics Teaching ◽  
Mathematical Knowledge ◽  
Multiple Representations ◽  
Time Constraints ◽  
Mathematical Concepts ◽  
Problem Situations ◽  
Use Of Technology ◽  
And Mathematics ◽  
Support Students

The use of technology provides an effective way for promoting multiple representations in problem solving and mathematics. Multiple representations allow students to experience different ways of thinking, develop better insights and understandings of problem situations, and increase comprehension about mathematical concepts. Even with all the benefits of multiple representations, however, teachers find it difficult to incorporate open-ended problem solving that capitalizes on these representations because of time constraints and limitations of traditional mathematics teaching. Technology can become a vital and exciting tool in allowing students to explore multiple representations and mathematical situations and relationships (NCTM 2000). Technology empowers students who may have limited mathematical knowledge and limited symbolic and numeric manipulation skills to investigate problem situations. Technology not only frees the students from tedious and repetitive computations but actually encourages the use of multiple representations. Students can easily move from a spreadsheet to a graph or geometry software in their quest for solutions to a given problem. When supported by the teacher, these tools of technology provide students with opportunities to investigate and manipulate mathematical situations to observe, experiment with, and make conjectures about patterns, relationships, tendencies, and generalizations. Teachers should emphasize and encourage the use of multiple representations to support students' thinking and understanding of concepts and problem-solving situations in all areas of mathematics.

scholarly journals Pengembangan Modul Pemrograman Komputer Berbasis Matlab

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Syaharuddin Syaharuddin ◽  
Vera Mandailina
Keyword(s):  
Mathematics Education ◽  
Education Program ◽  
Field Trials ◽  
Teaching Materials ◽  
Mathematical Application ◽  
Branching Structures ◽  
Average Student ◽  
Validation Stage ◽  
Application Programs ◽  
Expert Validation

Abstrak: Penelitian ini merupakan penelitian pengembangan untuk menghasilkan produk berupa bahan ajar pada mata kuliah Pemrograman Komputer Berbasis Matlab di Program Studi Pendidikan Matematika FKIP UMM. Pengembangan bahan ajar ini dilakukan melalui 4 tahap yang disebut 4-D yakni: Define, Design, Develop, and Disemination. Bahan ajar ini meliputi struktur urut, struktur percabangan dan struktur perulangan yang dikembangkan dalam bentuk beberapa program aplikasi matematika berbasis komputasi. Pada tahap validasi ahli diperoleh tingkat kevalidan rata-rata sebesar 4,13 yang berarti “valid”. Kemudian pada uji coba terbatas terhadap bahan ajar di 5 mahasiswa Program Studi Pendidikan Matematika FKIP UMM rata-rata mahasiswa memberikan respon sebesar 73,42% yang berarti “baik/praktis”. Sedangkan pada uji coba lapangan di 20 mahasiswa Tadris Matematika FITK IAIN Mataram, rata-rata mahasiswa memberikan respon 78,62% yang berarti “baik/praktis”.Abstract:  This research is a development to produce product in the form of teaching materials in Matlab Based Computer Programming Course in Mathematics Education Program of FKIP UMM. Development of teaching materials is done through 4 stages called 4-D namely: Define, Design, Develop, and Dissemination. These teaching materials include sequential structures, branching structures and looping structures developed in the form of several computational mathematical application programs. In the expert validation stage obtained the level of the average validity of 4.13, which means "valid". Then on a limited trial of teaching materials in 5 students of Mathematics Education Studies Program of FKIP UMM, the average student gives a response of 73.42% which means "good / practical". While on field trials in 20 students of Tadris Matematika FITK IAIN Mataram, the average student responded 78.62% which means "good / practical".

scholarly journals Incorporating Culture and Mother Tongue in Mathematics Learning : Counting Operation in Traditional Houses Using Banyuwangi

2020 ◽  
Vol 3 (2) ◽  
pp. 62
Author(s):  
Rachmaniah Mirza Hariastuti ◽  
Mega Teguh Budiarto ◽  
Manuharawati Manuharawati
Keyword(s):  
Elementary School ◽  
Mathematics Teaching ◽  
Mother Tongue ◽  
Mathematics Learning ◽  
Teaching Materials ◽  
Mathematical Concepts ◽  
Cultural Components

House of Using Banyuwangi is one of the cultural components of the Using tribe in Banyuwangi-Indonesia which contains a lot of mathematical concepts. The existence of mathematical concepts in culture, commonly known as ethnomathematics, can be the basis for the development of mathematics teaching materials for elementary school. In addition to the application of cultural components in the form of Using traditional houses, the use of Using language as a language of learning can also be a bridge for students to be able to more easily understand mathematical concepts that are still abstract.

Construction of Mathematical and Financial Concepts based on Realistic Mathematics Education

2020 ◽  
Vol 22 (5) ◽  
pp. 226-253
Author(s):  
Susana Machado Ferreira ◽  
Vanilde Bisognin
Keyword(s):  
Mathematics Education ◽  
Course Design ◽  
Financial Education ◽  
Realistic Mathematics Education ◽  
Mathematical Concepts ◽  
Problem Situations ◽  
Video Recordings ◽  
Realistic Mathematics ◽  
Data Collection And Analysis ◽  
And Mathematics

Context: This article presents the excerpt of a qualitative Doctorate in Science and Mathematics Teaching research. Objectives: To describe the results of a study carried out with students from an initial teacher training course. Design: From the development of a didactic sequence, a connection was sought between the ideas of Financial Education anchored by Realistic Mathematics Education (RME). Environment and participants: The study was conducted with 11 students from a Pedagogy course at a Brazilian university. Data collection and analysis: The data were collected through written records of the activities performed by the students, the observations of the classes, and the audio and video recordings. The methodology of analysis was defined considering the procedures of Content Analysis, using the modality of thematic analysis that occurs in three phases: pre-analysis, exploration of the material and treatment of the results. Results: The discussions of the problem situations developed according to the principles of RME, aroused in the students interest, curiosity, autonomy, cooperation and reflection on financial situations, showing that this approach contributed in a significant way, with the development of the didactic sequence. Conclusions: This study shows that by teaching mathematics from everyday contexts, several benefits can be achieved, such as motivation and interest to learn mathematics, and by understanding mathematical concepts, students will be able to use them for the organization of their financial life, and in a conscious, responsible and autonomous way, improve their quality of life.

scholarly journals The Development of Euclid Geometry’s Teaching Materials Based on KKNI to Improve Students Cognition Analysis and Deductive Reasoning Abilities

2021 ◽  
Vol 5 (1) ◽  
pp. 74
Author(s):  
Dwi Antari Wijayanti ◽  
Pinta Deniyanti Sampoerno ◽  
Qorry Meidianingsih
Keyword(s):  
Mathematics Education ◽  
Action Research ◽  
Deductive Reasoning ◽  
Field Trials ◽  
Teaching Material ◽  
Teaching Materials ◽  
Study Program ◽  
Education Study ◽  
Classroom Action Research ◽  
Geometry Learning

This research aims to develop teaching materials that have been produced by the application of the learning model Means Ends Analysis in the form of Classroom Action Research. The development carried out in this study resulted in Euclid Geometry teaching materials based on KKNI to improve cognitive analytical skills and deductive reasoning of students of the Mathematics Education Study Program, State University of Jakarta. There were five steps carried out in developing this teaching material, including initial research, collecting data and information on needs, planning changes to teaching materials, developing early teaching materials, field trials, and revisions. The teaching material developed is suitable for use in Euclid's Geometry learning because it has passed the expert validation process. Also, this teaching material has been tested on students who have been and are currently taking Euclid's Geometry courses. This concludes that Euclid Geometry teaching materials based on KKNI are feasible and can be used as a handbook for students in taking Euclid Geometry courses in the Mathematics Education Study Program of FMIPA UNJ. Keywords: Euclid's geometry, learning models, means-ends analysis, classroom action research.

Book Review: Challenging Mathematics Education Researchers to Undertake Grand Problems

2015 ◽  
Vol 46 (2) ◽  
pp. 244-247
Author(s):  
Amanda Jansen ◽  
Alison S. Marzocchi
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Significant Contribution ◽  
Mathematics Learning ◽  
Central Question ◽  
Learning And Teaching ◽  
Mathematics Teaching And Learning ◽  
Support Students

This edited volume, Vital Directions for Mathematics Education Research, is a significant contribution to our field because each chapter highlights grand problems that researchers must tackle to improve mathematics learning and teaching. The ambitious goals of the chapters could be summarized in a central question: How can research contribute to understanding and improving mathematics teaching so that we can further understand and support students' meaningful learning of mathematics? From this book, readers will draw inspiration for their research endeavors, and they will be able to situate their studies in broader perspectives about mathematics teaching and learning.

Incorporating Representation-Based Instruction Into Mathematics Teaching

2019 ◽  
pp. 311-336
Author(s):  
Fadime Ulusoy ◽  
Lutfi Incikabi
Keyword(s):  
Mathematics Education ◽  
Middle School Students ◽  
Middle Schools ◽  
Instructional Strategies ◽  
Mathematics Teaching ◽  
School Students ◽  
Mathematical Concepts ◽  
Learning And Teaching ◽  
Long Time ◽  
Based Instruction

Developing students' abilities in using and selecting appropriate representations and making transformations between representations is an important issue in mathematics education. Among the mathematical concepts, fractions have always reported as a challenging issue for students in the middle schools for a long time. In this sense, researchers have suggested the use of different representations in learning and teaching of fractions in order to enhance students' conceptual understandings of fractions. Based on this suggestion, we provide some activities for engaging middle school students with multiple representations of fractions by focusing on addition operation. These activities are focused on the need to identify appropriate instructional strategies to enhance students' communication and critical thinking, thus improving their academic performance in mathematics.

scholarly journals Development of Mathematics Teaching Materials Based on Realistic Mathematics Education Using Tri-N on Linear Equation System Material

2021 ◽  
Vol 5 (2) ◽  
pp. 363
Author(s):  
Rina Sri Lestari ◽  
Akhmad Nayazik ◽  
Lenny Kurniati
Keyword(s):  
Mathematics Education ◽  
Linear Equation ◽  
Mathematics Teaching ◽  
Equation System ◽  
Student Response ◽  
Realistic Mathematics Education ◽  
Teaching Materials ◽  
Average Percentage ◽  
Realistic Mathematics ◽  
Linear Equation System

Teaching materials are learning tools that contain materials, learning methods, and ways to evaluate students which are arranged systematically to achieve learning objectives. The teaching materials used during mathematics learning are textbooks that make it difficult for students to understand the material and educators have not developed teaching materials based on a realistic mathematics education using the Tri N teaching. This research aims to determine the validity and responses of students to the development of mathematics teaching materials based on realistic mathematics education using Tri N teaching on the material of linear equation system class X SMK. This type of research is Research and Development (R&D) which aims to produce and test product quality. This research refers to the 4D development model, namely Define, Design, Develop, and Disseminate. However, this research only reached the development stage. Data was collected by using documentation techniques, validation sheets, and student response questionnaires. The test subjects were students of class X TKJ 1 SMK Kesuma Margoyoso. The data analysis technique used is descriptive analysis. This research produces a product of mathematics teaching materials with an average percentage of 85.6% which is included in the very valid category. Student responses to teaching materials are in the very good category with an average percentage of 82.22%. This shows that teaching materials are suitable for use in learning at school. Keywords: teaching materials, realistic mathematics education, tri-n.

scholarly journals PENGEMBANGAN BAHAN AJAR BERBASIS MASALAH PADA MATA KULIAH MATEMATIKA EKONOMI PROGRAM STUDI PENDIDIKAN MATEMATIKA

2017 ◽  
Vol 5 (2) ◽  
pp. 152
Author(s):  
Rina Agustina ◽  
Ira Vahlia
Keyword(s):  
Mathematics Education ◽  
Field Trials ◽  
Teaching Materials ◽  
Mathematical Economics ◽  
Optimal Learning ◽  
Operational Testing ◽  
Validation Criteria ◽  
Implementation And Dissemination ◽  
The University ◽  
Education Courses

Teaching materials are needed for students to support the lecture. The purpose of this study was to determine how to develop problem-based teaching materials on the subjects of mathematical economics mathematics education courses. This research was conducted at the University of Muhammadiyah Metro by selecting a student of mathematics education as a research subject.This study is a research development. The method used as follows: (1) research and information gathering, (2) planning, (3) product development, (4) the initial trials, (5) product revision, (6) the field trials, (7) the revised product field trials, (8) the operational testing of products, (9) the revision of the product and (10) the implementation and dissemination. To obtain problem-based teaching materials will be validated teaching materials by 2 experts math education materials and one person linguists. The achievement of this research is problem-based teaching materials that can support economic mathematics lectures. The achievement that will be produced is ≥ 50% students of mathematics education are getting the optimal learning course on the math economy. Based on the results of questionnaires percentage obtained validation criteria of 80% of teaching materials and meet the criteria are valid for.

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