scholarly journals Matriculation: A Program to Increase the Initial Ability of Mathematics Education Student

2022 ◽  
Author(s):  
Ika Noviantari
Keyword(s):  
Mathematics Education ◽  
Education Student

scholarly journals FLAWS IN PROOF CONSTRUCTIONS OF POSTGRADUATE MATHEMATICS EDUCATION STUDENT TEACHERS

2019 ◽  
Vol 10 (3) ◽  
pp. 379-396
Author(s):  
Zakaria Ndemo
Keyword(s):  
Mathematics Education ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematical Proof ◽  
Education Student ◽  
Written Responses ◽  
Induction Strategy ◽  
Proof Comprehension ◽  
Analytic Induction

Intending to improve the teaching and learning of the notion of mathematical proof this study seeks to uncover the kinds of flaws in postgraduate mathematics education student teachers. Twenty-three student teachers responded to a proof task involving the concepts of transposition and multiplication of matrices. Analytic induction strategy that drew ideas from the literature on evaluating students’ proof understanding and Yang and Lin’s model of proof comprehension applied to informants’ written responses to detect the kinds of flaws in postgraduates’ proof attempts. The study revealed that the use of empirical verifications was dominant and in situations. Whereby participants attempted to argue using arbitrary mathematical objects, the cases considered did not represent the most general case. Flawed conceptualizations uncovered by this study can contribute to efforts directed towards fostering strong subject content command among school mathematics teachers.

scholarly journals AN ANALYSIS OF MATHEMATICAL UNDERSTANDING ABILITY VIEWED FROM CREATIVE ATTITUDE

2019 ◽  
Vol 7 (2) ◽  
pp. 114
Author(s):  
Nida Sri Utami
Keyword(s):  
Mathematics Education ◽  
Qualitative Method ◽  
Mathematical Understanding ◽  
Research Use ◽  
Education Student ◽  
Algebra Structure ◽  
Academic Year ◽  
Ability Student

The purpose of this research is to analyze mathematical understanding ability, especially students of  mathematics education at second semester. Understanding ability that was researched is about group of algebra structure. This research use descriptif qualitative method. Subject at this research are second semester  mathematics education student in Universitas Muhammadiyah Surakarta in academic year 2018/2019. Data in this research were  obtained with interview, test, and documentation. Results showed student with high creative attitude has translation ability, interpretation ability, and exploration ability. Student with medium creative attitude has translation ability and  interpretation ability, but  hasn’t exploration ability. Student with low creative attitude has translation ability, but hasn’t interpretation ability and exploration ability

Solutions To Calendar

1996 ◽  
Vol 89 (2) ◽  
pp. 130-131
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Education Student ◽  
University Of Georgia ◽  
Ann Arbor ◽  
Saint Francis ◽  
The University ◽  
Student Association ◽  
Mass Problems

Problems 1–3 were submitted by Karen Doyle Walton, Allentown College of Saint Francis de Sales, Center Valley, PA 18034, and Zachary Walton, a student at Haryard Uniyersity, Cambridge, Mass. Problems 4–5 were furnished by Doug Wagner, 1995 PineDa Drive, Grayson, GA 30221. Problems 6–14 and 16–20 were sent in by teachers at Adlai E. Stevenson High School, Lincolnshire, IL 60069: 6, 7, and 19 by Dene Hamilton; 8, 9, and 10 by Joe Bettina; 11, 12, and 20 by Kathie Rauch; 13 by Neal Roys; 14 and 16 by Tim Kanold; and 17 and 18 by Scott Oliver. Problems 21–24 and 26–28 were created by the Mathematics Education Student Association at the University of Georgia, Athens, GA 30602: Karen Bell, Denise Spangler Mewborn, Mary Beth Searcy, Barry Shealy, Ron Tzur, and Bryan Whitfield. Problems 15 and 25 were taken from 101 Puzzle Problems by Nathaniel B. Bates and Sanderson M. Smith (Concord, Mass.: Bates Publishing Co., 1980). Problem 29 was submitted by Melvin R. Wilson, 610 E. University, Ann Arbor, MI 48109.

scholarly journals KEMAMPUAN VISUAL-SPATIAL THINKING DALAM GEOMETRI RUANG MAHASISWA UNIVERSITAS KUNINGAN

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Sumarni Sumarni ◽  
Anggar Titis Prayitno
Keyword(s):  
High School ◽  
Elementary School ◽  
Mathematics Education ◽  
College Student ◽  
Spatial Thinking ◽  
Education Student ◽  
Ability Test ◽  
Perpendicular Line ◽  
Visual Spatial ◽  
Thinking Ability

Abstract Geometry is a branch of mathematics that is taught in school, from elementary school, high school and college. Student Mathematics Education Kuningan University in the course Geometry 3D which gained less than satisfactory achievements in the course of the geometry 3D. The ability visual thinking and spatial thinking affect learners' achievements in learning the geometry. Authors interested in diagnosing the difficulties Student Mathematics Education of Kuningan University in the course Geometry 3D through Ability Test of Visual-Spatial Thinking. The purpose of this study is to diagnose visual-spatial thinking abilities Student of Kuningan University and describe efforts to improve student results in the course of the geometry 3D. Based on the exposure of the work about the ability of visual-spatial thinking and discussion it can be concluded that: a) The ability of visual-spatial thinking mathematics education student Kuningan University is still low, especially students who are capable of moderate and low. Students are still experiencing difficulties in resolving problems related to the concept of a perpendicular line and projections; distance of points, lines and areas; as well as the angle between the line and the field; b) The ability of visual-spatial thinking is a skill that must be developed in studying the geometry 3D, one of the low result of learning the geometry 3D is due to the ability of visual-spatial thinking is still low; c) One effort to improve visual-spatial thinking ability of students is learning the geometry of space through problem-based learning with assisted software GeoGebra.Keywords: Visual-Spatial Thinking Ability, Geometri 3D

scholarly journals Comparison of Metacognition Awareness of Mathematics and Mathematics Education Students Based on the Ability of Mathematics

2019 ◽  
Vol 2 (3) ◽  
pp. 124
Author(s):  
La Misu ◽  
I Ketut Budayasa ◽  
Agung Lukito ◽  
Rosdiana Rosdiana
Keyword(s):  
Mathematics Education ◽  
Metacognitive Awareness ◽  
Mathematical Ability ◽  
Education Student ◽  
Mathematics Students ◽  
Education Students ◽  
Mathematical Abilities ◽  
The Difference ◽  
And Mathematics ◽  
Mathematics Department

Awareness of metacognition is one of mental process that occurs when a person knows what he thinks, including the knowledge and awareness to do something or realize the reason that. The purpose of this study is (1) to describe how the metacognition awareness of mathematics student and mathematics education student based on mathematical ability, and (2) to know the difference metacognitive awareness between of mathematics students with math education students based on mathematical ability. This research subject are the Department of Mathematics and Mathematics Education students of Halu Oleo University Kendari, Indonesia. This research is ex post facto by the data analysis using descriptive and inferential approach. Descriptive approach used to describe the level of metacognitive awareness of mathematics students and mathematics education students based on his mathematical abilities, whereas inferential approach used to see the difference in metacognition awareness of mathematics students and mathematics education students based math skills. The results of this study are: (1) the level of students metacognition awareness of Mathematics Department, generally located on level strategic use and level reflective use, while the level of students metacognition awareness of Education Mathematics Department, generally located on level aware use; (2) there is a significant difference between the awareness metacognition of math students with mathematics education student based on his mathematical abilities, and awareness metacognition of math student better than mathematics education students.

scholarly journals PENERAPAN METODE PROBLEM SOLVING DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PADA MATA KULIAH ALJABAR DAN TRIGONOMETRI

2018 ◽  
Vol 3 (2) ◽  
pp. 159-166
Author(s):  
Imelda Imelda
Keyword(s):  
Mathematics Education ◽  
Action Research ◽  
Problem Solving ◽  
Education Program ◽  
Education Student ◽  
Math Problem ◽  
Mathematics Problem Solving ◽  
Math Problem Solving ◽  
Catholic University ◽  
Mathematics Problem

Abstract. This study is a classroom action research. The purpose of this research is (1) to describe the application of problem solving method in improving mathematics problem solving students of mathematics education program of Catholic University of Santo Thomas North Sumatera and (2) to describe the improvement of mathematics problem solving ability of mathematics education student in Algebra and Trigonometry. The result of this research shows that the result of problem solving test of mathematics cycle I is students who do not have problem solving ability as much as 3 people (30%), while students have math problem solving ability as much as 7 people (70%) and percentage of observation sheet lecturer activity amounted to 70.90%. Based on the result of math problem solving test in cycle 2, there were 1 (10%) students who did not have the ability to solve mathematics problem, while the students who have problem solving ability 9 students (90%) and lecturer activity percentage of 85.50% experienced an increase from cycle I of 6.5%. Based on the results of this acquisition then the group (classical) can be said that students have the ability to solve problems in Algebra and Trigonometry courses and increase problem-solving abilities by 20%. Keywords: problem solving method and problem solving ability.

scholarly journals PROFILE OF COGNITIVE STRUCTURE OF STUDENTS IN UNDERSTANDING THE CONCEPT OF REAL ANALYSIS

2016 ◽  
Vol 5 (2) ◽  
pp. 83 ◽  
Author(s):  
Wahyu Widada
Keyword(s):  
Mathematics Education ◽  
Cognitive Structure ◽  
Education Student ◽  
Real Analysis ◽  
Concrete Objects ◽  
Level 3 ◽  
Level 1 ◽  
The Right ◽  
The University ◽  
Level 2

The purpose of this research is to describe proil cognitive structure of students in understanding the concept of real analysis. This research is part of the research development of the theory of cognitive structure of students Mathematics Education Program at the University of Bengkulu. The results of this research are: 1)there are seven models decompositions of genetic students mathematics education reviewed based on the SRP Model about the concepts of Real Analysis namely Pra-Intra Level, Level intra, Level semi-inter, Level inter, Level semi-trans, Trans Level, level and Extended-Trans (only theoretic level while empirically not found); 2) There are six models decompositions of genetic students mathematics education reviewed based on KA about the concepts of Real Analysis namely Level 0: Objects of concrete steps; Level 1: Models Semi-concrete steps; Level 2: Models Theoretic; Level 3: Language in Domain Example; Level 4: Mathematical Language; Level 5: Inferensi Model. Profile of cognitive structure of mathematics education student at the University of Bengkulu is 6.25% Students located on the Basic Level (Pra-Intra Level with concrete objects), there is 8.75% Students located at Level 0 (intra Level with concrete objects), there are 15,00% Students located at Level 1 (semi-Level inter with Semi-Concrete Model), there are 33.75 percent students located on Level 2 (Level inter with theoretical model), there are 22.50 percent students located at Level 3 (Semi-trans Level with the Bible in Domain example), there are located on the student percent during the Level 4 (Trans Level with the language of Mathematics), and there are 0 percent students located at Level 5 (Level Extended-Trans with Inferensi Model). Students Education Mathematics at the University of Bengkulu pembangunnya element is functional can achieve Trans Level, students will be able to set up activities and make the algorithm that formed the concept/principles with the right. Functional students can also perform the process of abstraction using the rules in a system of mathematics.

scholarly journals Becoming reflective practitioners: Mathematics student teachers' experiences

2021 ◽  
Vol 6 (2) ◽  
pp. 128-141
Author(s):  
Elizabeth Ndeukumwa Ngololo ◽  
Leena Ngonyofi Kanandjebo
Keyword(s):  
Mathematics Education ◽  
Student Teachers ◽  
Reflective Practice ◽  
Undergraduate Students ◽  
Professional Status ◽  
Education Student ◽  
Inquiry Approach ◽  
Mathematics Student ◽  
Reflective Practitioners ◽  
Reflective Skills

The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and employed a narrative inquiry approach to assess the effectiveness of reflective practice as experienced by student teachers. A total of ten third-year undergraduate students majoring in Mathematics Education participated in the study by generating reflective journals. The results show that student teachers have insufficient reflective skills which are limited to the first two levels of the reflection framework:  technical reflection and reflection-in-and-on-action. This could be due to little guidance offered on developing reflective skills and its use by student teachers. This study's findings will be used to improve the rationality, social and educational practices among the student teachers.  

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