scholarly journals Didactic Sequence for Teaching Exponential Function

2021 ◽  
Vol 9 (8) ◽  
pp. 147-164
Author(s):  
Marconni Augusto Pock de Oliveira OLIVEIRA, M. A. P. ◽  
Miguel Chaquiam CHAQUIAM, M. ◽  
Natanael Freitas Cabral CABRAL, N. F. ◽  
Gustavo Nogueira Dias DIAS, G. N. ◽  
Cássio Pinho dos Reis REIS, C. P. ◽  
...  
Keyword(s):  
Problem Solving ◽  
Exponential Function ◽  
Research Methodology ◽  
Mathematical Concepts ◽  
Verbal Interactions ◽  
Mathematical Investigation ◽  
Didactic Engineering

This paper presents a methodological proposal for the teaching of exponential function, resulting from the application of a didactic sequence involving exponential function, where evidence of learning and the consolidation and application of mathematical concepts in problem solving were identified and analyzed. The Didactic Engineering of Michèle Artigue (1988) was used as a research methodology. As theoretical contributions that guided and enabled the development of the research, we chose the use of Mathematical Investigation in the classroom; Didactic Sequence in the conception of Zabala (1999); the Articulated Units of Conceptual Reconstruction proposed by Cabral (2017) and assumptions of Vygotsky's theory. A didactic sequence composed of five UARC's was elaborated to work the exponential function, with a view to minimizing the difficulties naturally imposed by the content to be explained. Microgenetic analysis of verbal interactions between teacher and students was used to analyze the results of the application. The results show that the students participating in the experiment showed evidence of learning, recorded during the process, and began to have a good understanding of the concepts and properties related to the topic, in addition to a good performance in carrying out the activities, facts that corroborate the potential of the didactic sequence proposed herein.

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.

scholarly journals Remote Virtual Simulation for Incident Commanders—Cognitive Aspects

2021 ◽  
Vol 11 (14) ◽  
pp. 6434
Author(s):  
Cecilia Hammar Wijkmark ◽  
Maria Monika Metallinou ◽  
Ilona Heldal
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Cognitive Processes ◽  
Research Methodology ◽  
Current Knowledge ◽  
Learning Objectives ◽  
Virtual Simulation ◽  
Practical Training ◽  
Case Research ◽  
Action Case

Due to the COVID-19 restrictions, on-site Incident Commander (IC) practical training and examinations in Sweden were canceled as of March 2020. The graduation of one IC class was, however, conducted through Remote Virtual Simulation (RVS), the first such examination to our current knowledge. This paper presents the necessary enablers for setting up RVS and its influence on cognitive aspects of assessing practical competences. Data were gathered through observations, questionnaires, and interviews from students and instructors, using action-case research methodology. The results show the potential of RVS for supporting higher cognitive processes, such as recognition, comprehension, problem solving, decision making, and allowed students to demonstrate whether they had achieved the required learning objectives. Other reported benefits were the value of not gathering people (imposed by the pandemic), experiencing new, challenging incident scenarios, increased motivation for applying RVS based training both for students and instructors, and reduced traveling (corresponding to 15,400 km for a class). While further research is needed for defining how to integrate RVS in practical training and assessment for IC education and for increased generalizability, this research pinpoints current benefits and limitations, in relation to the cognitive aspects and in comparison, to previous examination formats.

Problem solving with the Sneetches

2016 ◽  
Vol 23 (5) ◽  
pp. 282-283
Author(s):  
James Russo ◽  
Toby Russo
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Mathematical Concepts ◽  
Mathematical Problems

Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. In this issue, teachers read the classic Dr. Seuss book The Sneetches and other stories with their class and get students to engage with these associated mathematical problems. The problems, many of which are open-ended or contain multiple solutions or solution pathways, cover a range of mathematical concepts.

scholarly journals Analisis Kemampuan Pemahaman Konsep Matematika Siswa Berbantuan Media Schoology

2020 ◽  
Vol 7 (1) ◽  
pp. 39-45
Author(s):  
Lia Yulianah ◽  
Khomsatun Ni'mah ◽  
Diar Veni Rahayu
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Qualitative Methods ◽  
Mathematical Representation ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Purposive Sampling ◽  
Descriptive Approach ◽  
Media Research ◽  
The Relationship

The purpose of this study was to examine the mathematical concepts of students in solving the problem of polyhedron of cubes and cuboids with assisted of Schoology media. This research uses qualitative methods with descriptive approach. This study describes the ability to understand mathematical concepts that owned of students with Schoology media. Research subjects is three students selected by purposive sampling based on conditions and situations that occured during the current co-19 pandemic. The data collection used consists of tests of understanding the ability of mathematical concepts. Based on the results of research showed that the ability to understanding students' of mathematical concepts with Schoology-assisted able to provide understanding of material polyhedron of cubes and cuboids by the average results of students getting value 91,67. Where the first student is able to reach an understanding indicator of mathematical concepts from given by agreeing to the concept, classifying objects according to certain properties, giving concepts in various forms of mathematical representation, explaining the relationship between one concept with another concept, and applying the concept in problem solving . While the second and third students can only reach four indicators from the second indicator given. Nevertheless, students show positive responses to Schoology media. Keywords: Understanding Mathematical Concepts, Schoology Media

scholarly journals TYPICAL CLASS METHODS FOR SOLVING EQUATIONS AND INEQUALITIES WITH DIFFERENT STRUCTURES

2021 ◽  
Vol 58 (3) ◽  
pp. 53-62
Author(s):  
A.K. Alpysov ◽  
◽  
A.K. Seytkhanova ◽  
I.Sh. Abishova ◽  
◽  
...  
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematical Concept ◽  
Thinking Skills ◽  
Practical Application ◽  
Mathematical Concepts ◽  
Theoretical Substantiation ◽  
New Methods ◽  
General Article ◽  
Solving Equations

The article discusses the ways of developing skills and abilities to effectively solve problems when describing methods for solving equations and inequalities, clarifying theoretical knowledge, the basics of forming skills for practical application. The formation of mathematical concepts through solving problems in teaching mathematics opens the way to the development of mathematical thinking, the application of knowledge in practice, and the development of search skills. To master a mathematical concept, along with its definition, it is necessary to know its features and properties. This can be achieved primarily through problem solving and exercise. Problem solving is based on the development of new methods, the creation of algorithms, ways of developing practical skills in the methods and techniques mastered with the help of tasks.In addition, transforming equations and inequalities through the development of thinking skills helps to identify common or special properties in order to draw correct conclusions. Solving various problems, it shows what operations should be used to determine the situation in which a solution was found, and what features of the solution allow choosing the most effective methods. Thanks to the theoretical substantiation of the general article, it is possible to master convenient methods for solving equations and inequalities of various structures.

scholarly journals KAJIAN KEMAMPUAN LITERASI KUANTITATIF SISWA SMA 8 KOTA BENGKULU

2019 ◽  
Vol 2 (1) ◽  
pp. 137
Author(s):  
Siska Yosmar ◽  
Nur Afandi ◽  
Baki Swita
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Literacy Skills ◽  
Quantitative Literacy ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
Economic Problems ◽  
Absolute Requirement ◽  
Almost All

Quantitative literacy is the ability and confidence in using basic mathematical concepts and calculating operations needed for problem solving, decision making of economic problems and their applications in everyday life. Mastery of basic mathematics is an absolute requirement for achieving good quantitative literacy skills. The aim of this activity was to improve mathematical literacy skills of the students at SMA 8 Bengkulu City. The activities were begun by giving pre-tests to students, preparing of modules, presenting the materials of the modules in classroom, practicing through LKS and post-tests. Several techniques, methods and approaches in number counting operations have been presented in this activity. This activity has provided an increase in quantitative literacy skills in class XI IIS-1 SMA 8 Kota Bengkulu. Even so, the improvement of students' abilities can be said to be less optimal because there are still some questions that cannot be answered by almost all students. Therefore, cooperation and involvement of all parties is needed to improve students' quantitative literacy skills and follow-up activities in an effort to strengthen quantitative literacy skills.

A Practical Approach to Theory Structuring and Analysis

2012 ◽  
pp. 271-297
Author(s):  
T. Schwartzel ◽  
M. M. Eloff
Keyword(s):  
Problem Solving ◽  
Sample Size ◽  
Research Methodology ◽  
Empirical Studies ◽  
Completion Rate ◽  
Research Proposal ◽  
Practical Approach ◽  
Data Generation ◽  
Completion Rates ◽  
Data Capturing

A large proportion of students who enroll for postgraduate degrees never finish their studies, with non-completion rates yielding 30% for a sample size of 2000 students. A number of empirical studies have been conducted indicating the possible factors for the non-completion rate. This chapter briefly highlights such factors and proposes a possible solution to increase the number of successful studies using relevant philosophies and problem-solving to build insight in determining IS/IT solutions and innovations. A research methodology is suggested to enable data capturing aligned to research objectives and organise sub-problem solving effectively. The process of finding information, determining if it is relevant, and then relating it to existing keywords and topics can be facilitated by using a spreadsheet as a data generation method. The outcome may lead to a research proposal and study to investigate the problem identified, search for possible solutions, and prove/disprove the validity of the suggested solutions.

scholarly journals Mapping to Declarative Knowledge for Word Problem Solving

2018 ◽  
Vol 6 ◽  
pp. 159-172
Author(s):  
Subhro Roy ◽  
Dan Roth
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Latent Variable ◽  
Domain Knowledge ◽  
Declarative Knowledge ◽  
Training Data ◽  
Mathematical Concepts ◽  
Word Problem Solving ◽  
Knowledge Based ◽  
Financial News

Math word problems form a natural abstraction to a range of quantitative reasoning problems, such as understanding financial news, sports results, and casualties of war. Solving such problems requires the understanding of several mathematical concepts such as dimensional analysis, subset relationships, etc. In this paper, we develop declarative rules which govern the translation of natural language description of these concepts to math expressions. We then present a framework for incorporating such declarative knowledge into word problem solving. Our method learns to map arithmetic word problem text to math expressions, by learning to select the relevant declarative knowledge for each operation of the solution expression. This provides a way to handle multiple concepts in the same problem while, at the same time, supporting interpretability of the answer expression. Our method models the mapping to declarative knowledge as a latent variable, thus removing the need for expensive annotations. Experimental evaluation suggests that our domain knowledge based solver outperforms all other systems, and that it generalizes better in the realistic case where the training data it is exposed to is biased in a different way than the test data.

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