scholarly journals Mathematics Preservice Teachers’ Views on Mathematical Literacy

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Ani Afifah ◽  
Miftahul Khoiri ◽  
Nur Qomaria
Keyword(s):  
Preservice Teachers ◽  
Common Sense ◽  
Real Life ◽  
Basic Knowledge ◽  
Mathematical Literacy ◽  
Learning Program ◽  
Mathematical Concepts ◽  
Reading And Writing ◽  
Life Problems ◽  
Learning Mathematics

This study aims to know mathematics preservice teachers’ common sense understanding of mathematical literacy. The results will later be used to design a learning program to introduce mathematical literacy to preservice teachers so that they have a better understanding of mathematical literacy. Data were collected by giving questionnaires to one hundred and eight mathematics preservice teachers. The result showed that mathematics preservice teachers’ views on mathematical literacy can be categorised into 5 areas: 1) ability that has to do with problems in people’s daily life, 2) communicating using mathematics concepts and properties, 3) interpreting mathematical sentences into everyday language or vice versa, 4) activity related to reading and writing about mathematics, 5)  basic knowledge of mathematics. Preservice teachers agreed that learning mathematics in schools should connect mathematical concepts with real-life problems. They are also ready to increase the mathematical literacy abilities of their future students.

The Effect of User Experience on Designing Interactive Tool: A Case Study of Learning Images Compression

2021 ◽  
Vol 9 (10) ◽  
pp. 1312-1320
Keyword(s):  
User Experience ◽  
Real Life ◽  
Mathematical Concept ◽  
Design Principles ◽  
Mathematical Explanation ◽  
Mathematical Concepts ◽  
Learning Platform ◽  
Learning Mathematics ◽  
The Common ◽  
Value Decomposition

Technology has significantly emerged in various fields, including healthcare, government, and education. In the education field, students of all ages and backgrounds turn to modern technologies for learning instead of traditional methods, especially under challenging courses such as mathematics. However, students face many problems in understanding mathematical concepts and understanding how to benefit from them in real-life. Therefore, it can be challenging to design scientific materials suitable for learning mathematics and clarifying their applications in life that meet the students’ preferences. To solve this issue, we designed and developed an interactive platform based on user experience to learn an advanced concept in the idea of linear algebra called Singular Value Decomposition (SVD) and its applicability in image compression. The proposed platform considered the common design principles to map between the provider in terms of clear mathematical explanation and the receiver in terms of matching good user experience. Twenty participants between the ages of 16 and 30 tested the proposed platform. The results showed that learning using it gives better results than learning traditionally in terms of the number of correct and incorrect actions, effectiveness, efficiency, and safety factors. Consequently, we can say that designing an interactive learning platform to explain an advanced mathematical concept and clarify its applications in real-life is preferable by considering and following the common design principles.

scholarly journals Etnomatematika Pada Kebudayaan Suku Dayak Bentian Dalam Menumbuh Kembangkan Literasi Matematis

2021 ◽  
Vol 1 (1) ◽  
pp. 58-67
Author(s):  
Nurdin Arifin ◽  
Eudia Fortuna
Keyword(s):  
Learning Environment ◽  
Everyday Life ◽  
Evaluation Model ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
The Government

Mathematical concepts are always useful in everyday life to solve problems at hand. Learning mathematics that is associated with the surrounding (contextual) circumstances, especially in the culture of an area, is expected to be able to improve the ability of students in learning. Learning mathematics which is associated with the culture of an area is called ethnomathematics. Moreover, the government is currently promoting literacy. Literacy in mathematics is called mathematical literacy/mathematical literacy is the knowledge to know and apply basic mathematics every day such as to communicate both orally and in writing, to reason, and to solve problems. This service is carried out through a zoom meeting application that is given to 6th semester students, as a preparation effort before students carry out the Introduction to Learning Environment (PLP) at school. This service method uses the ADDIE (Analyze, Design, Develop, Implementation, and Evaluation) model. In the results of this service, a discussion was held on the ethnomathematics of the Bentian Dayak tribe in relation to learning mathematics and participants were able to make mathematical literacy questions. In the end, participants will be able to apply ethnomathematics and mathematical literacy in learning

“Real-world:” preservice teachers' research competence and research difficulties in action research

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cathy Mae Dabi Toquero
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Action Research ◽  
Real World ◽  
Teacher Education Program ◽  
Real Life ◽  
Research Skills ◽  
Content Type ◽  
Research Competence ◽  
Life Problems

Purpose The purpose of this study is to provide an analysis of the teacher education program focused on the development of the research competence of the preservice teachers, difficulties they encountered in conducting action research and the need to provide them with realistic research opportunities. Design/methodology/approach This qualitative study made use of data sources taken from observations, feedback sessions, presentations and follow-up written interview of 133 randomly selected preservice teachers. Findings Findings reported that the multicultural preservice teachers have novice research skills and that the real-world application of their research skills developed their research competence. However, they encountered difficulties creating their action research, such as in the literature review and the research conceptualization. Research limitations/implications Aside from the self-reported experiences of the students, the training on the action research mainly focused on the conceptualization, design formulation of interventions and proposal writing stage but were not implemented due to course constraints. Practical implications This study can assist policymakers to integrate a mandatory research course as part of the curricular offerings and for the university to create space for students to practice their research skills based on real-life problems in the basic level institutions. Social implications Understanding the challenges, difficulties, and basic competence in the research development of the preservice teachers would strengthen the research practice of the future teachers for evidence-based teaching in the schools. Originality/value The limited literature focus on the development of research competence on teacher education students using action research, including the difficulties that university students experience in doing research based on a societal context.

The Process of Thinking among Junior High School Student in Solving HOTS Question

2015 ◽  
Vol 4 (3) ◽  
pp. 138 ◽  
Author(s):  
Bakry Bakry ◽  
Md Nor Bin Bakar
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Real Life ◽  
Thinking Skills ◽  
Mathematical Concepts ◽  
Mathematics Problems ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Thinking Process

Higher order thinking skills (HOTS) is one of the important aspect of teaching and learning mathematics. By using HOTS, student will be able to acquire a deep understand of mathematical concepts and can be applied in real life. Students ability to develop the capacity of the HOTS is closely related with thinking processes while solving mathematics problems. This research focused, at describing the thinking process of students in solving mathematical problem involving HOTS problem. The method used is a qualitative method and case study design, the data collected through mathematics tests and interviews. There are 3 students selected as participant Data analysis techniques are descriptive qualitative, analysis according to the model proposed by Miles and Huberman (1992), namely data reduction, data presentation and conclusion. The result of the study showed that the students thinking process in solving mathematics problem is by using the systematic thinking (1) creating of meaning (2) making of opinion, and 3) making conclution.

scholarly journals SECONDARY MATHEMATICS PRESERVICE TEACHERS’ CONCEPTION ABOUT AUTHENTICITY OF MATHEMATICAL TASKS

2019 ◽  
Vol 128 (6B) ◽  
pp. 5
Author(s):  
Nguyễn Thị Tân An ◽  
Tạ Thị Minh Phương ◽  
Nguyễn Thị Duyến ◽  
Trần Ngọc Đức Toàn ◽  
Trần Dũng
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Secondary Mathematics ◽  
Research Literature ◽  
Positive Interactions ◽  
Teaching Approaches ◽  
Life Problems ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Authenticity In Teaching

The teaching approaches of mathematics derived from humanity involve positive interactions that support meaningful and relevant learning. The main objective of the teaching approaches is to prepare students with the competence to solve daily life problems and one of the most important tools is using authentic tasks. There are different opinions on "task authenticity" in teaching and learning mathematics. This study examined how secondary mathematics preservice teachers think of the authenticity of tasks. Drawing on a framework of tasks authenticity adopted from the research literature, we analyzed PSTs’ response to the criteria of task authenticity. The results show that the PSTs attended to the event feature and the tool feature of task, but overlooked other features. Implications for teacher training are discussed.

scholarly journals Identifying Ethnomathematics in the Old Mosque of Tosora

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Negara Mangkubumi Kastolani
Keyword(s):  
Cultural Values ◽  
Mathematics Learning ◽  
Real Life ◽  
Study Data ◽  
Mathematical Concepts ◽  
Descriptive Research ◽  
Life Problems ◽  
Qualitative Descriptive ◽  
The Relationship

The superficial understanding and application of cultural values in the life of a pluralistic community is the main reason to conduct this research as a way to introduce the importance of national identity to students through mathematics learning. The provision of real-life problems in this study is expected to enhance the relationship between reality and mathematical knowledge. The old mosque of Tosora in Wajo can be an alternative to introduce mathematical activities based on local wisdom (ethnomathematics). This is qualitative descriptive research using a case study. Data were obtained through interviews, observation, and documentation. Data triangulation was used to check the validity. Furthermore, the data were analysed through Spradley model based on domain analysis and taxonomic analysis. The results showed that the old mosque of Tosora contains some mathematical concepts, mainly geometry. In addition to the philosophy of the building, the four pillars namely panrita (wise and honest), warani (brave), macca (intelligent), and sugi (rich) become the focal principles of Buginese’s life.

scholarly journals On the Cultivation of Mathematical Modeling Thought in Junior High School Mathematics Teaching

2019 ◽  
Vol 8 (2) ◽  
pp. 14
Author(s):  
Xing Huang
Keyword(s):  
Mathematical Modeling ◽  
High School ◽  
Junior High School ◽  
Mathematics Teaching ◽  
Quality Education ◽  
High School Mathematics ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Development Of Students

<p>The teaching of mathematical modeling runs through the essence of quality education from beginning to end. It can cultivate students’ awareness and ability of applying mathematical concepts, principles and methods to solve problems in their lives, and offer students a new experience of learning mathematics, thus truly promoting the development of students’ mathematical literacy.</p>

Multisensory mathematical gaming with the Energizer Bunny®

2017 ◽  
Vol 25 (4) ◽  
pp. 260-266
Author(s):  
Mia Kalish
Keyword(s):  
Popular Culture ◽  
Mathematics Curriculum ◽  
Real Life ◽  
Mathematical Concepts ◽  
Graphic Arts ◽  
Content Type ◽  
Learning Mathematics ◽  
Games For Learning ◽  
Curricular Resources ◽  
Practical Implications

Purpose Educational mathematics game models tend to be simplistic because they are target-oriented. This paper aims to show how game models that facilitate discovery and analysis can be derived from successful implementations already existing in the popular culture. Design/methodology/approach Based loosely on Rivera’s Toward a visually-oriented school mathematics curriculum, the analysis combines perspectives from psychology, the graphic arts and object-oriented technology to illustrate the depth and breadth of mathematics in a popular commercial. Findings This paper offers an cross-disciplinary justification for expanding curricular resources beyond traditional alphanumeric metonymies. Illustrations show the mathematical concepts underlying the commercial structure as well as the multimodal, sensuous, semiotic aspects. Research limitations/implications This analytical approach is intended to precede development of game mechanics. It is focused on expanding the psychology of mathematics beyond the metonymic, canned problem approach and toward more dynamic examples. Practical implications Games based on real examples from popular culture can provide learners with an answer to the following question: When will I ever use this in real life? Social implications The philosophy here is that learners will be excited and challenged by engaging real-life mathematics. The issue has always been that people cannot imagine what they have never seen, and this approach gives them a way to see the math in action, answering Rivera’s question, “Can we make a game based on visualizing the mathematics” with a resounding “Yes!” Originality/value This paper offers a fresh approach to designing games for learning mathematics.

scholarly journals PROFILE OF STUDENT MATHEMATICAL CONNECTION ABILITIES IN UNDERSTANDING MATHEMATICAL CONCEPTS IN TERMS OF GENDER

2019 ◽  
Vol 6 (3) ◽  
pp. 296
Author(s):  
Amalia Fitria Ningsih ◽  
Lilik Ariyanto ◽  
Ida Dwijayanti
Keyword(s):  
Real Life ◽  
Female Students ◽  
Male Students ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Know How ◽  
Group Data ◽  
Learning Mathematics ◽  
Qualitative Descriptive ◽  
Mathematical Connection

According to Permendikbud number 58 in 2014, one of the objectives of learning mathematics is to be able to understand mathematical concepts. In understanding mathematical concepts, of course, students need mathematical connection skills to connect between concepts and real life. There are many differences between men and women, especially ways of thinking, perspective, and mathematical abilities. For this reason researchers want to know how the profile of students' mathematical counseling ability in understanding mathematical concepts in terms of gender. This study aims to determine the profile of students' mathematical connection abilities in understanding mathematical concepts in terms of gender. This research is a qualitative descriptive study. The research subjects were 3 male students and 3 female students of class VII MTs N 1 Kudus who were selected based on the daily score of the medium group. Data collection techniques in the form of written tests and interviews. The validity of the data uses source triangulation. The results of this study are: a) Profile of male students' mathematical connection ability in understanding mathematical concepts that is at the stage of interpreting, male students interpret by looking at the length of their sides. At the stage of imitating by looking around objects. In the classifying stage by looking at the number of sides. At the stage summarize by remembering what is in the book and see the shape. At the stage of concluding, connect with the characteristics. At the comparing stage, by looking at the sides and corners, but unable to relate to other material. At the explaining stage, with your own thoughts by looking at the shape. b) Profile of female students' mathematical connection abilities in understanding mathematical concepts that is at the stage of interpreting, female students interpret images because of their desires. At the example stage, by looking around objects. In the classifying stage, only mention the name of the object. At the stage of summarizing, remembering what is in the book and what the teacher teaches. At the stage of concluding, connect with the characteristics. At the comparing stage, by looking at sides and angles and also linking with other material. At the explaining stage, remember what is in the book

scholarly journals Analisis Buku Teks Pelajaran Matematika SMP ditinjau dari Literasi Matematika

2020 ◽  
Vol 9 (3) ◽  
pp. 451-462
Author(s):  
Erik Suharyono ◽  
R. Rosnawati
Keyword(s):  
Literacy Skills ◽  
Mathematics Textbooks ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
Descriptive Research ◽  
Mathematics Competence ◽  
Learning Mathematics ◽  
Level 3 ◽  
Level 1 ◽  
Level 2

AbstrakLiterasi matematika merupakan salah satu tujuan pembelajaran matematika sehingga perlu termuat dalam buku teks matematika sebagai sumber utama belajar. Penelitian ini bertujuan untuk mendeskripsikan hasil analisis soal-soal pada buku teks pelajaran matematika SMP kelas VII semester II kurikulum 2013 ditinjau dari literasi matematika. Jenis penelitian yang digunakan adalah penelitian deskriptif. Data dikumpulkan melalui teknik pengkodean, dan teknik analisis data menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa dari 408 soal yang dianalisis, terdapat 49,26% soal serupa dengan soal-soal pada PISA. Proporsi konteks didominasi oleh konteks umum dengan persentase 42,29%. Aspek proses didominasi oleh proses menggunakan konsep, fakta, prosedur, dan penalaran dengan persentase 66,17%. Selanjutnya, Level kompetensi matematika PISA didominasi oleh level 2 dengan persentase 52,74% dan level 1 dengan persentase 39,80%. Kurang dari 10% untuk level 3 sampai 6. Hal tersebut berarti bahwa soal-soal pada buku teks hanya mampu melatih peserta didik di level 2 kompetensi matematika PISA. Diperlukan sumber belajar lainnya yang dapat melengkapi kekurangan tersebut. Analysis of Mathematics Textbooks for Middle School based on Mathematics LiteracyAbstractMathematical literacy skills are one of the goals of learning mathematics, so that mathematical literacy needs to be included in mathematics textbooks as the main source of learning. The purposed study is to describe mathematical literacy in the items of a question in the 7th second-semester mathematic textbooks. This study was descriptive research. Data were collected through coding techniques. The reliability coefficient of the data is 0, 909. The results indicate that of the 408 items question, there is 49.26% that were similar to the questions on PISA. The dominant aspect of context is the societal context by 42.29%. The dominated process aspect is mathematical concepts, facts, procedures, and reasoning by 66.17%. Furthermore, the dominated PISA's mathematics competency level is level 2 by 52.74% and level 1 by 39.80%. Less than 10% for levels 3 to 6. This means that the questions in the textbook are only able to train students in level 2 PISA mathematics competence. Other learning resources are needed that can complement these shortcomings

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