scholarly journals Kajian Etnomatematika Pola Batik Keraton Surakarta Melalui Analisis Simetri

2021 ◽  
Vol 10 (1) ◽  
pp. 13-24
Author(s):  
Maria Glory Astriandini ◽  
Yosep Dwi Kristanto
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Positive Impact ◽  
Cultural Knowledge ◽  
Symmetry Analysis ◽  
Mathematics Teaching And Learning ◽  
Ways Of Thinking ◽  
And Mathematics ◽  
Descriptive Qualitative

AbstrakEtnomatematika memberikan peluang pengkajian batik dari dua sudut pandang, yaitu kebudayaan dan matematika. Kajian seperti ini akan memberikan dampak yang positif dalam pembelajaran matematika karena peserta didik difasilitasi untuk belajar matematika dengan menggunakan pengetahuan budaya yang relevan dan berbagai macam cara berpikir tentang matematika. Tujuan penelitian ini adalah untuk melakukan kajian etnomatematika pada batik Keraton Surakarta yang digunakan dalam upacara tradisi dengan menggunakan analisis simetri. Metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif. Dari hasil analisis diperoleh 11 batik yang memiliki pola simetri. Pola simetri yang muncul dari kesebelas batik tersebut adalah p1, p2, p4m, dan pgg. Selain itu, penelitian ini juga memasangkan pola-pola simetri tersebut dengan makna filosofis batik-batiknya. Dengan demikian, melalui kajian etnomatematika, penelitian ini memberikan kontribusi pedagogis terhadap pembelajaran matematika.Kata Kunci: batik, etnomatematika, kristalografi, simetri AbstractEthnomatematics provides opportunities to study batik from two perspectives, namely culture and mathematics. The study will have a positive impact on mathematics teaching and learning because students are facilitated to learn mathematics by using relevant cultural knowledge and various ways of thinking about mathematics. The purpose of the present study is to conduct an ethnomathematics study on the Keraton Surakarta batik which is used in traditional ceremonies by applying symmetry analysis. The present study employed a descriptive qualitative method. From the analysis, we found that 11 batiks have symmetry patterns. The symmetry patterns are p1, p2, p4m, dan pgg. Besides, the present study also connects the symmetry patterns with the corresponding batik’s philosophical meaning. Therefore, through ethnomathematics, the present study gives pedagogical contributions to mathematics teaching and learning.Keyword: batik, ethnomathematics, crystallography, simmetry

scholarly journals THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES

2021 ◽  
Vol 18 (No.2) ◽  
pp. 129-160
Author(s):  
Ruzlan Md-Ali ◽  
Arsaythamby Veloo ◽  
S. Kanageswari Suppiah Shanmugam ◽  
Yus'aiman Jusoh @ Yusoff ◽  
Rosna Awang Hashim
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Orang Asli ◽  
Mathematics Competence ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
Teachers Perspectives

Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

Critical Thinking and Mathematics Teaching and Learning

2019 ◽  
pp. 234-253
Author(s):  
Kelli Thomas ◽  
Douglas Huffman ◽  
Mari Caballero
Keyword(s):  
Critical Thinking ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Methods Course ◽  
Teaching Behaviors ◽  
Mathematics Methods ◽  
Mathematics Classrooms ◽  
Mathematics Methods Course ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

The purpose of this chapter was to investigate pre-service teachers' noticing of children's critical thinking and views towards eliciting and using students' critical thinking in mathematics teaching. A mixed method study was used to provide a range of perspectives on pre-service teachers' views towards mathematics. The results indicated that the pre-service teachers initially held beliefs that mathematics teaching and learning consist of transferring information and students absorbing and memorizing information. The pre-service teachers based their instructional responses on experiences they had as students in elementary mathematics classrooms. The pre-service teachers described what they had observed about teaching mathematics as the ideal without regard for how the teaching behaviors they observed might influence children's critical thinking about mathematics. After completing a mathematics methods course, the pre-service teachers held beliefs more consistent with a reform-oriented classroom and demonstrated growth in their ability to notice children's mathematics thinking.

PENGEMBANGAN MEDIA PEMBELAJARAN E-COMIC DALAM PEMBELAJARAN MATEMATIKA

2019 ◽  
Vol 2 (1) ◽  
pp. 11-19
Author(s):  
Nuriza Siregar ◽  
Suherman Suherman ◽  
Rubhan Masykur ◽  
Rahma Sari Ningtias
Keyword(s):  
Data Analysis ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
T Test ◽  
Learning Mathematics ◽  
Feedback Questionnaire ◽  
Post Test ◽  
Mathematics Teaching And Learning ◽  
Descriptive Qualitative

This article intends to develop mathematics learning media in the form of e-Comic in mathematics teaching and learning. The method of this research was eight stages developing from Borg and Gall which has been modified by Sugiyono. Instrument of this research was validation questionnaire and feedback questionnaire for students. Technique of data analysis used descriptive quantitative and descriptive qualitative. To test the effectiveness, the researcher implied and used t test. The result shows that media of learning in the form of e-Comic mathematics on the arithmetic subject was eligible. It was obtained from validator. While, the effectiveness of media was obtained from the results of the post-test t-test of students with the results obtained 14.333 and  2.109 so that. It can be defined that the class which was taught by implementing and using e Comic media was better that the conventional class. In conclusion, the developed media can be used as a medium of learning mathematics and it is applicable in mathematics teaching and learning.   Artikel ini memiliki tujuan untuk mengembangkan media pembelajaran matematika berupa e-Comic dalam pembelajaran matematika. Metode penelitian yang digunakan adalah 8 tahap metode pengembangan dari borg and gall yang sudah dimodifikasi oleh Sugiyono. Instrument yang digunakan adalah angket validasi dan angket respon peserta didik. Teknik analisis data yang digunakan adalah deskriptif kuantitatif dan deskriptif kualitatif. Uji yang digunakan untuk melihat keefektifan media adalah uji t. hasil penelitian ini adalah sebuah media pembelajaan berupa e-Comicmatematika pada pokok bahasan aritmetik dengan kriteria kelayakan yang didapat dari validator sangat layak, kemenarikan yang didiapat dari peserta didik sangat menarik. Sedangakan keefektifan media didapatkan dari hasil uji t post-test peserta didik dengan hasil perhitungan diperoleh  dan  sehingga  dalam arti kelas yang medapat kemampuan pemecahan masalah  perlakuan pembelajaran media e-Comicmatematika lebih baik (efektif) dari pada kelas yang mendapat perlakuan metode ceramah (tidak menggunakan media pembelajaran). Berdasarkan semua ini dapat disimpulkan bahwa media yang dikembangkan dapat digunakan sebagai media pembelajaran matematika.

The Collaboration Conundrum between School Librarians and Mathematics Teachers

Libri ◽  
2014 ◽  
Vol 64 (2) ◽  
Author(s):  
Mega M. Subramaniam ◽  
Ann Ryu Edwards
Keyword(s):  
United States ◽  
School District ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
School Librarians ◽  
Structural Support ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

AbstractWith the unveiling in the United States of the Common Core State Standards for Mathematics that value inquiry, cross-curricular connections, and the use of technology in instruction, school librarians may be best positioned to collaborate with mathematics teachers to instill these practices into mathematics teaching and learning. However, the mathematics curriculum is often perceived as challenging or even impossible for librarians to connect with. Consequently, such collaboration is often not pursued by either party. This paper examines the factors that shape or hinder collaboration between school librarians and mathematics teachers. Semi-structured interviews were conducted with mathematics teachers, school librarians, and school leaders in four middle schools in a highly resourced school district in the mid Atlantic region of the United States. We find several factors that influence the nature and opportunities for collaboration, including: perception; comfort with technology; institutional structures; testing pressure; and knowledge about mathematics teaching and learning. Our analysis reveals pivotal transformations that need to take place in order to strengthen the collaborative relationship between these two domains: (1) changes in the perceptions mathematics teachers and school librarians have of each other, and of various aspects of technology integration in mathematics teaching and learning and collaborative relationships; (2) enhanced structural support at the school district level; and (3) enhanced structural support at the school level to support collaboration. By examining the connections and contexts of these emerging themes from our study, we reveal the impact that school librarians can have in mathematics learning in middle schools.

Asset-Based Approaches to Equitable Mathematics Education Research and Practice

2018 ◽  
Vol 49 (4) ◽  
pp. 373-389 ◽  
Author(s):  
Sylvia Celedón-Pattichis ◽  
Lunney Lisa Borden ◽  
Stephen J. Pape ◽  
Douglas H. Clements ◽  
Susan A. Peters ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Public Perception ◽  
Mission Statement ◽  
Mathematics Learning ◽  
National Council ◽  
Learning And Teaching ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

In July 2017, the National Council of Teachers of Mathematics (NCTM) released a new mission statement that shifts the organization's primary focus to supporting and advocating for the highest quality mathematics teaching and learning for all students. A key strategy for achieving this goal is to advance “a culture of equity where each and every person has access to high quality teaching and is empowered as a learner and doer of mathematics” (NCTM, 2017, “Strategic Framework,” para. 2). Increasing equity and ensuring the highest quality mathematics teaching and learning for all students requires systemic change (National Council of Supervisors of Mathematics [NCSM] & TODOS: Mathematics for ALL, 2016). As educators are called to enact NCTM's new mission, we acknowledge that such change is complex. We also acknowledge that our own experiences conducting equity work that is grounded in an asset-based approach are at different stages of development, ranging from beginning levels to lived experiences as diverse mathematics learners and mathematics education researchers. We see this change in mission as a call to both act politically (Aguirre et al., 2017) and to change story lines (i.e., “broad, culturally shared narrative[s]”; Herbel-Eisenmann et al., 2016, p. 104) that dominate the public perception of mathematics learning and teaching. We acknowledge that systemic barriers are part of a larger educational issue, but for the purposes of this commentary, we focus on mathematics.

scholarly journals The Relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment

2021 ◽  
Vol 11 (1) ◽  
pp. 40
Author(s):  
Kimura Patar Tamba ◽  
Wiputra Cendana
Keyword(s):  
Elementary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Assessment ◽  
Elementary School Mathematics ◽  
Epistemology Of Mathematics ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
The Relationship

<div><p>This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school  , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statistics utilizes the mean value, maximum value, and standard deviation values. Inferential statistics use the product-moment correlation as well as path analysis. The research results show that there is a positive and significant correlation between static and dynamic beliefs on epistemology of mathematics, and the constructivist beliefs on mathematics teaching and learning, with the productive beliefs on mathematics assessment. In addition, there is seen to be a functional influence between both epistimological beliefs (both static and dynamic), as well as beliefs on teaching and learning (constructivist) and beliefs about mathematic assessment (productive). The results of this research signify the importance of considering one’s beliefs about the epistemology of mathematics and mathematics teaching and learning when constructing their beliefs regarding mathematics assessment.</p></div>

Title I and Mathematics Instruction: Making the Marriage Work

1999 ◽  
Vol 5 (5) ◽  
pp. 270-273
Author(s):  
Mary Jeane LeTendre ◽  
Judy Wurtzel ◽  
Robin Bouckris
Keyword(s):  
Title I ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Scarce Resources ◽  
Elementary And Secondary Education ◽  
Education Resources ◽  
Mathematics Teaching And Learning ◽  
Education Act ◽  
And Mathematics ◽  
K 12

Mathematics teachers face daily challenges in using scarce resources to address the needs of students, particularly those who are disadvantaged. Federal education resources can be used to support your efforts to improve learning. This article explains how Title I of the Elementary and Secondary Education Act (ESEA), which at over $7 billion is the largest federal investment in K–12 education, can support your work. We hope that you will read this article and begin a discussion with principals and administrators about how Title I resources can be used to improve mathematics teaching and learning in your school and district.

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