scholarly journals Advanced Mathematical Thinking dalam Pembelajaran Matematika Tingkat Lanjut

2019 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Andri Suryana ◽  
Seruni Seruni
Keyword(s):  
Creative Thinking ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Advanced Mathematics ◽  
Advanced Mathematical Thinking ◽  
Literature Study ◽  
Mathematical Concepts ◽  
Mathematics Courses ◽  
Innovative Learning ◽  
Advanced Mathematics Courses

Students' Advanced Mathematical Thinking in advanced mathematics courses were still relatively low. This happens because the lecturer did not provide opportunities for students to be able to construct their own mathematical concepts and students were still weak in mastering concepts in prerequisite courses. The lecturer is expected to provide opportunities for students to be active in learning and be able to construct their own advanced mathematical concepts through the implementation of innovative learning based on constructivism to improve students' Advanced Mathematical Thinking in advanced mathematics courses. The purpose of this literature study is to find out more about advanced mathematical thinking and its components (representation, abstraction, creative thinking, and proof) in advanced mathematics learning and how to develop it.

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.

A Framework for Computational Thinking Dispositions in Mathematics Education

2018 ◽  
Vol 49 (4) ◽  
pp. 424-461 ◽  
Author(s):  
Arnulfo Pérez
Keyword(s):  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Relevant Literature ◽  
Computational Thinking ◽  
Secondary Mathematics ◽  
Mathematical Concepts ◽  
Thinking Dispositions ◽  
Secondary Mathematics Teachers ◽  
Tolerance For Ambiguity ◽  
Epistemic Frame

This theoretical article describes a framework to conceptualize computational thinking (CT) dispositions—tolerance for ambiguity, persistence, and collaboration—and facilitate integration of CT in mathematics learning. CT offers a powerful epistemic frame that, by foregrounding core dispositions and practices useful in computer science, helps students understand mathematical concepts as outward oriented. The article conceptualizes the characteristics of CT dispositions through a review of relevant literature and examples from a study that explored secondary mathematics teachers' engagement with CT. Discussion of the CT framework highlights the complementary relationship between CT and mathematical thinking, the relevance of mathematics to 21st-century professions, and the merit of CT to support learners in experiencing these connections.

A Interação de Aspectos Algorítmicos, Intuitivos e Formais e o Desenvolvimento de Processos do Pensamento Matemático Avançado na Aprendizagem Matemática

2018 ◽  
Vol 10 (3) ◽  
pp. 228
Author(s):  
William Vieira ◽  
Vera Helena Giusti de Souza ◽  
Roberto Seidi Imafuku
Keyword(s):  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Advanced Mathematical Thinking ◽  
Thinking Processes

Apresentamos uma situação de aprendizagem matemática na qual pode-se observar o desenvolvimento de processos do Pensamento MatemáticoAvançado como representação, tradução,  visualização e generalização e o papel que a interação de aspectos algorítmicos, intuitivos e formais desempenha no desenvolvimento desses processos.Palavras-chave: Pensamento Matemático Avançado; Aspectos algorítmicos, intuitivos e formais.AbstractWe present a situation of mathematics learning in which one can observe the development of Advanced Mathematical Thinking processes as representation, translation, visualization and generalization and the role the interaction of algorithmic, intuitive and formal aspects plays in the development of these processes.Keywords: Advanced Mathematical Thinking; Algorithmic, intuitive and formal aspects.

Election of High School Mathematics by Females and Males: Attributions and Attitudes

1981 ◽  
Vol 18 (2) ◽  
pp. 207-218 ◽  
Author(s):  
Joan Daniels Pedro ◽  
Patricia Wolleat ◽  
Elizabeth Fennema ◽  
Ann DeVaney Becker
Keyword(s):  
High School ◽  
Mathematics Performance ◽  
School Mathematics ◽  
Advanced Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
Small Set ◽  
Advanced Mathematics Courses

Males, more than females, elect advanced mathematics courses. This differential in the number of mathematics courses elected has been cited as a major explanation of sex-related differences in adults' mathematics performance and in their participation in mathematics-related careers. Knowledge about some of the variables that enter into the decision to persist in the study of mathematics is essential for those who are interested in encouraging females, as well as males, to adequately prepare themselves in mathematics. This study identified some attitudinal and attributional variables that relate to the election of mathematics courses by females and males. A small set of variables was found to explain some of the variance in female and male mathematics plans. These results might help in understanding why females do not continue in as large a proportion as males to elect mathematics and/or to enter mathematics-related careers.

scholarly journals Uma proposta de articulação entre teoria e prática no estudo da integral definida

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
JANINE FREITAS MOTA ◽  
CELINA APARECIDA ALMEIDA PEREIRA ABAR
Keyword(s):  
Teaching And Learning ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Definite Integral ◽  
Advanced Mathematical Thinking ◽  
Practical Application ◽  
Integral Calculus ◽  
Mathematical Programs ◽  
Strategy Planning

ResumoEste trabalho é um recorte de uma tese de doutorado, em desenvolvimento, cujo objetivo é de desenvolver uma alternativa pedagógica e tecnologógica, que contemple aspectos do Pensamento Matemático Avançado, bem como, aplicações, aprimoramento do conhecimento e do significado da Integral Definida, em contextos intramatemáticos e extramatemáticos, em cursos de Matemática. Neste recorte, apresentamos o percurso de nossa investigação, abordando, inicialmente, os aspectos relacionados às dificuldades na aprendizagem do Cálculo Integral, em particular, da Integral Definida. Ainda, destacamos que a exploração de aplicações desse conteúdo, em distintas áreas, é considerada como uma possibilidade para o seu ensino e para sua aprendizagem. Aspectos teóricos, metodológicos e tecnológicos são apresentados, como orientadores do planejamento da estratégia pedagógica. É destacado um exemplo de aplicação teórico-prática, na perspectiva de melhorias na qualidade do ensino e da aprendizagem desse tópico. Palavras-chave: Integral Definida; Conexões Intramatemáticas; Conexões Extramatemáticas; Educação Matemática no Ensino Superior.AbstractThis work is an doctoral thesis excerpt, under development, whose objective is to construct a pedagogical and technological alternative that contemplates Advanced Mathematical Thinking aspects and applications, improvement of knowledge and the meaning of the Definite Integral, in intramathematical and extramathematical contexts, inside the  mathematical programs. In this excerpt, it is presented the research way, initially approaching the aspects related to the learning disabilities in Integral Calculus, particularly Definite Integral. Still, it is emphasized that the exploitation of applications of this content, in different areas, is considered as a possibility for its teaching and learning. Theoretical, methodological and technological aspects are presented as guide of pedagogical strategy planning. An example of theoretical-practical application is highlighted, with a view to improving the quality of teaching and learning on this topic.Keywords: Definite Integral; Intramathematics Connections; Extramathematcal Connections; Mathematics Learning in Higher Education.   

scholarly journals Pengaruh pembelajaran pendekatan rigorous mathematical thinking (RMT) terhadap pemahaman konseptual matematis siswa SMP

2017 ◽  
Vol 4 (2) ◽  
pp. 186
Author(s):  
Aan Hendrayana
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Junior High School Students ◽  
Learning Approach ◽  
School Students ◽  
Mathematical Concepts

Pemahaman Konseptual Matematis (PKM)  memiliki peran penting karena dengan kemampuan ini siswa mudah dalam membangun hubungan untuk memahamai ide dan konsep baru. Kemampuan PKM ini dapat ditumbuh-kembangkan melalui pembelajaran di kelas. Untuk mencapai kecakapan tersebut, pembelajaran perlu memperhatikan keberagaman siswa karena pembelajaran yang mengakomodasi keberagaman menjadi lebih efektif, efesien, dan menarik. Keberagam tersebut dapat berupa Gender (G), Kemampuan Awal Matematika (KAM) dan Gaya Belajar Matematis (GBM) siswa. Salah satu pendekatan pembelajaran yang mengakomodir keberagaman ialah pembelajaran pendekatan Rigorous Mathematical Thinking (RMT). Artikel ini bertujuan untuk mengkaji kemampuan PKM siswa SMP yang memperoleh pembelajaran pendekatan RMT ditinjau dari : a). Gender, b). KAM siswa, dan c). GBM siswa. Penelitian ini merupakan penelitian eksperimen pada siswa SMP di salah satu sekolah di Bandung. Salah satu hasil yang penting adalah dengan pembelajaran ini menjadikan siswa dengan KAM sedang dan rendah dapat mencapai kemampuan yang baik. The Effect of Rigorous Mathematical Thinking (RMT) Learning Approach On Students’ Understanding of Mathematical Concepts AbstractAn understanding of mathematical concepts (PKM) has an important role because with this ability students are easy in building relationships to understand new ideas and concepts. The ability of PKM can be grown-developed through learning in the classroom. To achieve these skills, learning needs to pay attention to the diversity of students because learning that accommodates diversity becomes more effective, efficient, and engaging. Such diversity can be Gender (G), An initial mathematical ability (KAM) and students’ mathematics learning styles (GBM). One approach to learning that accommodates diversity is the Rigorous Mathematical Thinking (RMT) learning approach. This article aims to examine the ability of junior high school students who have learned RMT approach in terms of: a). Gender, b). students’ KAM, and c). students’ GBM. This research is an experimental research on junior high school students in one school in Bandung. One important result is that this learning engages students with medium and low of KAM able to achieve good abilities.

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 How to Integrate Ideological and Political Education into Mathematics Course of Vocational Education

2020 ◽  
Vol 4 (1) ◽  
pp. 51
Author(s):  
Guijuan Tian
Keyword(s):  
Teaching Quality ◽  
Ideological And Political Education ◽  
Political Education ◽  
Advanced Mathematics ◽  
Mathematics Courses ◽  
Vocational Colleges ◽  
Teaching Cases ◽  
Teaching Purpose ◽  
Advanced Mathematics Courses ◽  
Mathematics Course

With the increasing enrollment of general higher vocational colleges every year, the inconsistency between the knowledge level and ability of the enrolled students and ideological and political education hinders the realization of the teaching purpose of the school to a great extent. Advanced mathematics is a compulsory basic course for college students and an important subject for realizing the teaching purpose. In order to achieve the teaching purpose and improve the teaching quality and level of mathematics in higher vocational colleges, we must deepen the reform of teaching contents in advanced mathematics courses in colleges, and integrate mathematical knowledge with ideological and political education organically, giving full play to the teaching characteristics of advanced mathematics courses while fulfilling the ideological and political education for students. Moreover, ideological and political education is also combined with interactive advantages by means of interactive teaching. This paper briefly discusses how to integrate advanced mathematics course with ideological and political education. By analyzing the actual teaching cases of ideological and political education and advanced mathematics courses, the content of classroom teaching is discussed.

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