scholarly journals Understanding students' use of mathematical processes during a digital escape game

2021 ◽  
Vol 26 ◽  
pp. 123-129
Author(s):  
Megan Clune
Keyword(s):  
Pilot Study ◽  
Problem Solving ◽  
Student Learning ◽  
Mathematics Classroom ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Student Needs ◽  
School Students ◽  
Essential Component

Mathematical processes have long been considered an essential component of meaningful learning in mathematics, yet these processes can sometimes be invisible in the mathematics classroom or in learning experiences. This discussion uses the context of a purpose-designed, innovative ‘digital escape’ game to illustrate how digital experiences might bring mathematical processes to the fore of student learning while offering other affordances only seen in the online space. This article reports on a pilot study conducted with 12-15-year-old school students with the aim of determining if a digital escape game could promote the use of mathematical processes. During the digital escape game, it was found that students engaged with problem-solving, reasoning, communication and made connections within, across and beyond mathematics. The preliminary findings demonstrate how digital experiences may enrich the use and development of core mathematical processes, and it is argued that teachers could use their own expertise and knowledge of their learners to design such experiences, catering to student needs and interests.

A Differentiated Approach to Mathematics

2021 ◽  
pp. 396-405
Author(s):  
Dora Andrikopoulos ◽  
Matina Katsiyianni
Keyword(s):  
Blended Learning ◽  
Mathematics Classroom ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Classroom Teachers ◽  
Instructional Models ◽  
Learning Potential ◽  
Flexible Learning ◽  
Instructional Techniques ◽  
Learning Framework

How can classroom teachers maximize the learning potential of their students? How can teachers, at the same time, attend to their students' differences? Students' readiness, interests, and learning profiles are the main targets for successful and meaningful learning. This chapter discusses all the above-mentioned characteristics of learners and focuses on the different approaches and instructional models in a Mathematics classroom. Having in mind a flexible learning framework that accommodates the needs of today's learners, the authors discuss and present applicable classroom instructional techniques, techniques that offer unique opportunities to fully amalgamate pedagogy by modifying learning experiences in the three areas of content, process, and product. The reader of this chapter will also get the chance to be exposed to the i2Flex methodology, which is a type of blended learning and has been born and developed at ACS Athens, Greece.

scholarly journals Investigating Middle School Students Generalization of Number Pattern Based on Learning Style

2021 ◽  
Vol 12 (6) ◽  
pp. 2624-2632
Author(s):  
Andi Mulawakkan Firdaus, Dwi Juniati, Pradnyo Wijayanti
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
School Students ◽  
Pattern Generalization ◽  
Number Pattern ◽  
Alternative Solutions

Pattern generalization is an important aspect of mathematics contained in every topic in teaching. This study aims to investigate middle school students’ generalization of number patterns based on learning style. Descriptive qualitative, portraying or describing the events that are the center of attention (problem-solving abilities, student learning styles) qualitatively.This study explored 4 participants (12 to 13 years old) with their constructed number pattern they had generalized during individual task-based interviews. Questions that include indicators of the problem solving process in terms of student learning styles, and interviews. The data analysis used was namely data reduction, data presentation, drawing conclusions. We found that students who are converger, diverger, accommodator, and assimilator understands the problem by knowing what is known and asked and explains the problem with their own sentences. The converger and assimilator students look back without checking the counts involved, the diverger students do not see other alternative solutions and do not check the counts involved, accommodator students consider that the solutions obtained are logical, ask themselves whether the question has been answered, check the counts that are done, reread the question, and use other alternative solutions. The implication of this study indicated that students of the type of converger, diverger, accommodator, and assimilator are able to solve problems through the stages of implementing plans by interpreting problems in mathematical form, implementing strategies during the process and counting takes place. Based on several studies on pattern generalization, there have not been researchers who have revealed the number pattern generalization of high school students based on learning styles.

scholarly journals “I Know When I Did It, I Got Frustrated”: The Influence of ‘Living’ a Curriculum for Preservice Teachers

2017 ◽  
Vol 36 (4) ◽  
pp. 445-454 ◽  
Author(s):  
Michelle Dillon ◽  
Deborah Tannehill ◽  
Mary O’Sullivan
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Experiential Learning ◽  
Student Learning ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Valuable Insight ◽  
Experiential Approach ◽  
School Placement ◽  
Insight Into

In addressing the theory-practice divide, this research provides valuable insight into preservice teachers’ (PSTs) learning through an experiential learning (EL) framework during teacher education. Utilizing an interpretivist approach, this study aims at providing insight on how PSTs link the manner in which they learned during teacher education to how they teach during school placement. Evidence suggested participants valued faciliating enjoyable and meaningful learning experiences for their students in the course of learning through an EL approach. Learning through an experiential approach provided the PSTs with confidence in what to teach. However, the PSTs also assumed their own students would have similar responses to the learning experiences they had themselves when completing tasks during teacher education. PSTs were limited in their ability to recognize student learning and in understanding student capacity for progression. Implications of the findings for teacher education are discussed.

PROFIL BERPIKIR REFLEKTIF SISWA SD DALAM PEMECAHAN MASALAH PECAHAN BERDASARKAN KEMAMPUAN MATEMATIKA

EDUKASI ◽  
2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Hery Suharna ◽  
Agung Lukito Nusantara ◽  
I Ketut Budayasa
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Reflective Thinking ◽  
Research Subjects ◽  
Math Skills ◽  
School Students ◽  
Calculation Skills ◽  
High Ability Students ◽  
Selection Of

The research reveals a profile of reflective thinking of elementary school students in problem solving fractions based on his mathematical abilities. The instruments used in data collection is Test Problem Solving (TPM), interview. Selection of research subjects in a way given test is based on the ability of mathematics, namely mathematical skills of high, medium and low and further categorized and taken at least 2 people to serve as subjects. The research objective is: describe the profile of reflective thinking that math skills of elementary school students High, medium, and low. Based on the results of the study found reflective thinking profile and high ability students were as follows: (a) the step to understand the problems students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (B) the planned step problem solving students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (C) on measures to implement the plan in terms of information/knowledge or data used by students to respond, comes from inside (internal), could explain what has been done, realized the error and fix it, and communicate ideas with a symbol or image, and (d) the checking step back, namely information/knowledge or data that is used by students to respond, comes from inside (internal) and can explain what has been done. Profile of reflective thinking ability students lowly mathematics, namely: (a) at the stage of understanding the problem, students can determine known and asked in the problem, but the students' difficulties to explain the identification of the facts that have been done, the students explained the understanding vocabulary, and feel of existing data the matter is enough; (B) at the stage of implementing the plan, the students explained, organize and represent data on the issue, describes how to select the operation in solving a problem though students are not sure, and students' difficulty in explaining what he had done; (C) at the stage of implementing the plan, the student has information on calculation skills although the answer is not correct. Students difficulty in explaining about the skills calculations have been done, trying to communicate their ideas in the form of symbols or images, even if students rather difficult to describe, and realized there was an error when using a calculation skills and improve it; (D) at the stage of check, students' difficulties in explaining whether obtained estimates it approached, it makes senseKeywords: reflective thinking, problem solving, fractions, and math skills.

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