scholarly journals STUDENTS’ DIFFICULTIES AND MISCONCEPTIONS OF THE FUNCTION CONCEPT

2019 ◽  
Vol 7 (8) ◽  
pp. 181-196
Author(s):  
Ashebir Sidelil Sebsibe ◽  
Bereket Telemos Dorra ◽  
Bude Wako Beressa
Keyword(s):  
Mental Image ◽  
Algebraic Manipulation ◽  
Algebraic Expression ◽  
Function Concept ◽  
Mathematical Expressions ◽  
Teaching Learning ◽  
Ordered Pairs ◽  
Lesson Observation ◽  
Grade 11

This study explores understanding of function concept amongst 310 grade 11 science stream students in one administrative zone of Ethiopia. A test that included tasks given in different representations, about definition, about examples of functions in word description and applications of properties of functions was administered. Lesson observation and interview was also used for triangulation. Results have shown that limited mental image of approach to functions, fragmented conceptions and dependence on ordered pairs, limitation in algebraic manipulation, limitation on converting word expression into mathematical expressions, confusing combination and composition, unnecessary interchanging order of operations during algebraic manipulations and drawing graph without considering sufficient points were observed difficulties. Whereas, a relation is a function if it has algebraic expression, overgeneralization that a representation is a functions if it is symbolized as an ordered pairs, and considering every point of discontinuity as an asymptote were identified misconceptions. Thus, special attention should be given in the teaching-learning to overcome identified difficulties and misconceptions.

scholarly journals On the equipartition theorem and black holes non-Gaussian entropies

2020 ◽  
Vol 35 (32) ◽  
pp. 2050266 ◽  
Author(s):  
Everton M. C. Abreu ◽  
Jorge Ananias Neto ◽  
Edésio M. Barboza ◽  
Albert C. R. Mendes ◽  
Bráulio B. Soares
Keyword(s):  
Phase Transition ◽  
Black Holes ◽  
Heat Capacity ◽  
Algebraic Expression ◽  
Mathematical Form ◽  
Entropy Model ◽  
Standard Thermodynamic Functions ◽  
Mathematical Expressions ◽  
Equipartition Theorem ◽  
Non Gaussian

In this letter we have shown that, from the standard thermodynamic functions, the mathematical form of an equipartition theorem may be related to the algebraic expression of a particular entropy initially chosen to describe the black hole event horizon. Namely, we have different equipartition expressions for distinct statistics. To this end, four different mathematical expressions for the entropy have been selected to demonstrate our objective. Furthermore, a possible phase transition is observed in the heat capacity behavior of the Tsallis and Cirto entropy model.

Inequalities, Absolute Value, and Logical Connectives

1992 ◽  
Vol 85 (9) ◽  
pp. 756-757
Author(s):  
Charles R. Parish
Keyword(s):  
Problem Solving ◽  
Function Concept ◽  
Real Numbers ◽  
Appropriate Use ◽  
Standard Definition ◽  
Absolute Value ◽  
Algebra Students ◽  
Logical Connectives ◽  
Definition Of ◽  
Ordered Pairs

Algebra students often have difficulty in sorting out and correctly using the concepts involved in the solution of linear inequalities. The introduction of the concept of absolute value causes additional complications for many students. Two of the major problem areas are (1) the concept of absolute value as normally defined and (2) the recognition and appropriate use of the logical connectives and and or in the solution of problems that combine inequalities with absolute value. One way to alleviate students' confusion and promote their problem-solving ability in such a setting is to adopt an approach different from that found in current textbooks. This approach involves consideration of the function concept as the graph generated by associated ordered pairs of real numbers rather than functional values as obtained from the standard definition of absolute value.

scholarly journals Peran Pikiran Bawah Sadar (Subconscious Mind) dalam Proses Menulis dan Pembelajaran Naratif

2016 ◽  
Vol 4 (1) ◽  
pp. 49-58
Author(s):  
Zainurrahman Zainurrahman
Keyword(s):  
Mental Image ◽  
Teaching Learning

Pikiran bawah sadar manusia adalah pikiran yang kaya akan motivasi, kreatifitas, dan emosi. Seandainya setiap orang mampu mengaksesnya, maka setiap orang dapat memanfaatkan kekayaan pikiran bawah sadar dalam berbagai kebutuhan dan tujuan, tidak terkecuali tujuan pendidikan dan pembelajaran. Salah satu model pembelajaran yang melibatkan aktivitas akses pikiran bawah sadar adalah hypnoteaching. Hypnoteaching melibatkan 5 unsur kompleks, yakni quantum teaching learning, power teaching, neuro-linguistic programming, accelarated learning, dan hypnosis. Hal ini menunjukkan bahwa tanpa penguasaan salah satu dari kelima unsur ini maka model pembelajaran tersebut tidak maksimal. Di antara kelima unsur ini, pelibatan aktivitas pikiran bawah sadar terletak pada unsur terakhir, yakni hipnosis. dalam pembelajaran atau proses menulis naratif, pikiran bawah sadar memainkan peranan yang sangat penting. Salah satu fungsi yang diperankan oleh pikiran bawah sadar dalam menulis naratif adalah menggali informasi atau data yang tersimpan di dalamnya kemudian menampilkannya dalam bentuk visual (mental image) dan memberikan peluang pada kita untuk berkreasi dengan informasi-informasi tersebut, menyusunnya menjadi sebuah cerita atau naratif. Tulisan ini akan menampilkan bagaimana hipnosis murni (bukan hypnoteaching) dapat digunakan dalam pembelajaran atau proses penulisan naratif.

scholarly journals Distance Education in Brazil: An Experience with Mathematical Modeling with GeoGebra Aid

2019 ◽  
Vol 7 (9) ◽  
pp. 224-240
Author(s):  
Érika Maria Chioca Lopes ◽  
Lúcia Resende Pereira ◽  
Ana Maria Amarillo Bertone
Keyword(s):  
Mathematical Modeling ◽  
Distance Education ◽  
Algebraic Expression ◽  
Computational Implementation ◽  
Rotation Motion ◽  
Teaching Learning ◽  
The City ◽  
Self Learning ◽  
Education In Brazil ◽  
Solids Of Revolution

A mathematical modeling project was proposed for a student of a Distance Education in a Mathematics Degree course, which involved the use of solids of revolution. In this paper, we present and analyze the teaching-learning process for the development of modeling in this experience, based on the communication established between student and teacher. In order to facilitate student’s self-learning, the GeoGebra software was chosen as an aid tool in computational implementation. In the teaching proposal, the student was asked to identify a building that had the shape of a figure of revolution and the Cathedral of Brasilia, located in the city of Brasilia, Brazil, was chosen, after verifying the feasibility for completion of this model in the GeoGebra environment. The analysis of the dialogues between student and researcher shows that the interaction was based on Prado and Valente's approach of “being virtually together” and that the process of the mathematical modeling took place in gradual steps, helping to meet the mathematical and coding needs. We conclude that GeoGebra proved to be a powerful software program, which improves the visualization of the rotation motion of the desired solid generating curve and facilitated the necessary adjustments in the parameters of the algebraic expression of the curve. Thus, this experience shows that it is possible for the teacher to work the solids of revolution from a real situation, which mobilized the student for meaningful learning.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

Role and Importance of Schemas in Pedagogy and Learning: A Cognitive Approach

2019 ◽  
Vol 1 (1) ◽  
pp. 45-60
Author(s):  
Naveed Akram Ansari
Keyword(s):  
Educational Psychology ◽  
Learning Experience ◽  
Vital Role ◽  
Constructivist Approach ◽  
Educational Strategies ◽  
Cognitive Approach ◽  
Educational Plan ◽  
Class Room ◽  
Teaching Learning ◽  
Forms Of Knowledge

Educational strategies are designed to cope with and fulfill the multifarious pedagogical and educational needs of teachers and learners. Moreover, no educational plan can possibly yield the required results without incorporating suitable instructive strategies. This research paper advocates the role and importance of schemas in learning new forms of knowledge and data in the perspective of class room teaching-learning. Cognitive approach is adopted to understand how students learn new forms of knowledge and experiences through different mental processes, quite unlike that of behaviorism. The concept of schema helps us understand how learners can link new pieces of information to the already existing knowledge in their minds. The notion of ‘Constructivist Approach’ has been extracted from the field of educational psychology for triangulation. Extracts are taken from the textbooks of English used in matriculation and intermediate through purposive sampling. Their analysis shows that schemas can play a vital role in enhancing the learning experience and making new forms of knowledge a permanent part of the memory of students which is the ultimate goal of education.

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