Mathematics Learning Community Flourishes in the Cellular Phone Environment

2012 ◽  
pp. 137-155
Author(s):  
Wajeeh Daher
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Learning Environments ◽  
Mathematics Learning ◽  
Real Life ◽  
Cellular Phone ◽  
College Of Education ◽  
Cellular Phones ◽  
School Students ◽  
8Th Grade

Researchers point at the importance of nourishing learning communities, which do not merely represent congeniality but rather dig deeply into learning. These learning communities are needed in mobile learning environments. In this article, the author examines the building of a community of middle school students who learned mathematics outside the classroom by carrying out real life activities using their cellular phones. The building of the learning community was led by three 3rd year pre-service teachers majoring in mathematics and computers at Al-Qasemi Academic College of Education. The pre-service teachers worked for 12 weeks with 30 8th grade students who then learned mathematics with their cellular phones and were part of a learning community. The research shows that the use of the cellular phone for learning contributed to their learning, their identity, and their sense of community.

Mathematics Learning Community Flourishes in the Cellular Phone Environment

2010 ◽  
Vol 2 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Middle School Students ◽  
Learning Communities ◽  
Learning Community ◽  
Mathematics Learning ◽  
Real Life ◽  
Cellular Phone ◽  
College Of Education ◽  
Cellular Phones ◽  
School Students ◽  
8Th Grade

Researchers point at the importance of nourishing learning communities, which do not merely represent congeniality but rather dig deeply into learning. These learning communities are needed in mobile learning environments. In this article, the author examines the building of a community of middle school students who learned mathematics outside the classroom by carrying out real life activities using their cellular phones. The building of the learning community was led by three 3rd year pre-service teachers majoring in mathematics and computers at Al-Qasemi Academic College of Education. The pre-service teachers worked for 12 weeks with 30 8th grade students who then learned mathematics with their cellular phones and were part of a learning community. The research shows that the use of the cellular phone for learning contributed to their learning, their identity, and their sense of community.

Analysis of Students’ Engagement and Activities in a Virtual Learning Community

2010 ◽  
Vol 2 (4) ◽  
pp. 31-50 ◽  
Author(s):  
Ben Daniel ◽  
Richard A. Schwier
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Student Perceptions ◽  
Learning Environments ◽  
Communication Technology ◽  
Research Laboratory ◽  
Virtual Learning ◽  
Community Research ◽  
Online Pedagogy ◽  
Virtual Learning Community

With advances in communication technology and online pedagogy, virtual learning communities have become rich learning environments in which individuals construct knowledge and learn from others. Typically, individuals in virtual learning communities interact by exchanging information and sharing knowledge and experiences with others as communities. The team at the Virtual Learning Community Research Laboratory has employed an array of methods, including social network analysis (SNA), to examine and describe different virtual learning communities. The goal of the study was to employ mixed methods to explore whether the content of students’ interaction reflected the fundamental elements of community. SNA techniques were used to analyse ties and relationships among individuals in a network with the goal of understanding patterns of interactions among individuals and their activities, and interviews were conducted to explore features and student perceptions of their learning community.

Observing the Evolution of a Learning Community Using Social Network Analysis

2011 ◽  
pp. 215-231
Author(s):  
Francesca Grippa ◽  
Marco De Maggio ◽  
Angelo Corallo
Keyword(s):  
Social Network ◽  
Network Analysis ◽  
Community Development ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Environments ◽  
Computer Scientists ◽  
Clear Identification ◽  
Network Metrics ◽  
Contribution Index

During the last decades, social and computer scientists have been focusing their efforts to study the effectiveness of collaboration in both working and learning environments. The main contributions clearly identify the importance of interactivity as the determinant of positive performances in learning communities where the supportive dimension of exchanges is balanced by the interactive one. In this chapter, authors describe a method based on social network metrics to recognize the stages of development of learning communities. The authors found that the evolution of social network metrics - such as density, betweenness centrality, contribution index, core/periphery structure – matched the formal stages of community development, with a clear identification of the forming, norming, and storming phases.

scholarly journals Explorando Estratégias Diferenciadas na Resolução de Problemas Matemáticos

2020 ◽  
Vol 13 (2) ◽  
pp. 183-195
Author(s):  
Virginia Furlanetto ◽  
Maria Madalena Dullius
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Structured Interview ◽  
School Students ◽  
Alternative Strategies ◽  
Pedagogical Intervention ◽  
Problem Resolution ◽  
8Th Grade ◽  
Mathematical Problems

ResumoO ensino e aprendizagem da Matemática tem sido alvo de recorrente preocupação por parte de professores e gestores, pois os resultados alcançados pelos estudantes tem se demonstrado pouco satisfatórios no cenário nacional, como um todo, salvo algumas exceções. Na área da educação Matemática, faz-se necessário melhorar a qualidade do ensino e aprendizagem dos alunos e visando contribuir nesse aspecto, desenvolvemos uma pesquisa com o objetivo de explorar o uso de diferentes estratégias de resolução de problemas matemáticos com estudantes da Educação Básica e verificar como estas interferem nesse processo. Iniciamos o trabalho com um estudo bibliográfico sobre as estratégias de resolução de problemas e investigamos quais delas são utilizadas pelos alunos da Educação Básica. Considerando os dados coletados, desenvolvemos uma intervenção pedagógica com alunos de 7ª e 8ª séries do Ensino Fundamental, em que exploramos problemas de livros didáticos, Olimpíadas Matemáticas e outras fontes, incentivando a utilização de estratégias alternativas ao Cálculo formal e compartilhando-as por meio de discussões para validação das mesmas. Ao final deste período, foram propostas uma nova seleção de problemas e a participação em uma entrevista semiestruturada, por meio das quais foram obtidos indícios de eficácia da proposta. Os participantes passaram a utilizar com maior frequência e eficácia estratégias alternativas ao Cálculo formal e manifestaram preferência por estas formas de resolução. Apresentamos, portanto, uma possibilidade para o trabalho com resolução de problemas, capaz de auxiliar os estudantes a obterem êxito no processo, de forma autônoma.Palavras-chave: Estratégias. Resolução. Problemas. Matemática. Aprendizagem.AbstractMathematics teaching and learning have been a permanent concern for teachers and managers since the results that students achieved have not been completely satisfactory nationally. Regarding to Mathematics education improving students’ education quality and learning is essential. As a contribution a survey aiming to explore the use of different strategies for solving mathematical problems with students of Elementary School and how they interfere in the process was carried out. It was initially carried out a bibliographical study about problem resolution strategies followed by the investigation on which strategies were used by Elementary school students. Taking into consideration data collected a pedagogical intervention was developed with 7thand 8th grade students of Elementary school aiming to explore textbook problems, Mathematical Olympics and other sources, encouraging the use of alternative strategies to formal calculation and exchanging them to assure their validation. Finally a new problem selection and the participation in a semi-structured interview were proposed and the indication of an effective proposal was carried out. Participants started to use alternative strategies more frequently and more effectively. Therefore we present the possibility for problem resolution development which may help the students to autonomously succeed in the process.Keywords: Strategies. Resolution. Problems. Mathematics. Learning.

Analysis of Students’ Engagement and Activities in a Virtual Learning Community

2013 ◽  
pp. 80-100
Author(s):  
Ben Daniel ◽  
Richard A. Schwier
Keyword(s):  
Social Network ◽  
Learning Communities ◽  
Learning Community ◽  
Student Perceptions ◽  
Learning Environments ◽  
Research Laboratory ◽  
Virtual Learning ◽  
Community Research ◽  
Online Pedagogy ◽  
Virtual Learning Community

With advances in communication technology and online pedagogy, virtual learning communities have become rich learning environments in which individuals construct knowledge and learn from others. Typically, individuals in virtual learning communities interact by exchanging information and sharing knowledge and experiences with others as communities. The team at the Virtual Learning Community Research Laboratory has employed an array of methods, including social network analysis (SNA), to examine and describe different virtual learning communities. The goal of the study was to employ mixed methods to explore whether the content of students’ interaction reflected the fundamental elements of community. SNA techniques were used to analyse ties and relationships among individuals in a network with the goal of understanding patterns of interactions among individuals and their activities, and interviews were conducted to explore features and student perceptions of their learning community.

scholarly journals Understanding of Eight Grade Students about Transformation Geometry: Perspectives on Students’ Mistakes

2017 ◽  
Vol 5 (5) ◽  
pp. 103 ◽  
Author(s):  
Gulfem Sarpkaya Aktaş ◽  
Melihan Ünlü
Keyword(s):  
Learning Environments ◽  
Mathematical Structure ◽  
Training And Development ◽  
School Students ◽  
Conceptual Information ◽  
8Th Grade ◽  
Transformation Geometry ◽  
The Relationship ◽  
Rotational Transformation ◽  
Development Practice

People need the idea of transformation geometry in order to understand the nature and environment they live in. The teachers should provide learning environments towards perceptual understanding in symmetry training and development practice skills of the students. In order to make up such a learning environment, teachers should have information about the mathematical structure of the concept of symmetry, the difficulties the students encounter while learning, misconceptions and the causes. Therefore, the challenges and the common mistakes the 8th grade middle school students encounter about the transformation geometry was analysed in the study. The study was conducted using mixed method designs with 125 8th grade students. At the end of the study, it was observed that the students understood that the translation transformation is a movement of replacement, but they had difficulty in the topics such as the direction of the transformation and the position of the shape within the transformation. A misconception was developed for the reflection by confusing the similarity with the congruence property of the shapes. It was detected that the students had difficulty in identifying the equation of the axis of symmetry for the images of the shapes under reflection, confused the rule that the points intersecting with the symmetry of the shape within the reflection should intersect with the image under transformation and they made mistakes since they couldn’t explore the relationship between symmetry axis in regular polygons and sides. They had problems in finding and practicing the angle of rotation about rotational transformation and also. In the study, learning environments were recommended towards overcoming these challenges for teachers and coursebook writers and improving conceptual information and the skill to practice these concepts.

Creating a Learning Community in a Multicultural Setting: Issues of Leadership

1996 ◽  
Vol 6 (1) ◽  
pp. 47-74 ◽  
Author(s):  
Carolyn M. Shields
Keyword(s):  
Native American ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Environments ◽  
School Leaders ◽  
Shared Values ◽  
Cross Cultural ◽  
Student Empowerment ◽  
Cultural Leadership ◽  
Multicultural Setting

For a four year period, the author has been studying the efforts of two principals to implement changes which would turn their schools into learning communities. The original purpose was to determine whether these approaches would lead to greater student empowerment and better learning environments. As I studied the issues related to cross-cultural leadership in two schools serving largely Native American populations, questions arose concerning the nature and utility of the community metaphor in such cross-cultural settings. I did not readily find evidence of the gemeinschaft notion of a community of kinship and shared values. How then might community be defined and/or achieved? The paper presents an empirically-based conceptualisation of community for cross-cultural settings, and identifies the implications of this concept for school leaders.

scholarly journals PROJECT-BASED LEARNING - LITERACY IN IMPROVING STUDENTS’ MATHEMATICAL REASONING ABILITIES IN ELEMENTARY SCHOOLS

2020 ◽  
Vol 4 (1) ◽  
pp. 39
Author(s):  
Zaenal Abidin ◽  
Arif Cahyo Utomo ◽  
Vira Pratiwi ◽  
Laely Farokhah
Keyword(s):  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Real Life ◽  
Learning Model ◽  
Project Based Learning ◽  
Control Group ◽  
School Students ◽  
Reasoning Abilities ◽  
Equivalent Control ◽  
Conceptual Relationships

The lower mathematical reasoning abilities of elementary school students are the background of this research. This happens because students have not been properly facilitated to develop the ability mathematical of reasoning. Mathematics learning can develop reasoning ability well because mathematics learning has systematic concepts and conceptual relationships. This will have an impact on logical, systematic and rational ways of thinking. Therefore, teachers must be able to choose learning models that can facilitate the ability of mathematical reasoning. One learning model that can be used is the literacy project-based learning model. This study aimed to determine the effectiveness of improving the ability of mathematical reasoning students who obtain literacy project-based learning. The design of this research was used pretest-posttest non-equivalent control group.  Based on research results, conclusions can be drawn about the effectiveness of learning that includes n-gain, minimum completeness criteria, and mastery learning. Literacy project-based learning has been effective in facilitating reasoning abilities. That is because literacy project-based learning can present contextual material with literacy works that are made and invited to carry out the process of thinking about the use of mathematical contexts in daily life. Furthermore, students can connect mathematical material with real-life contexts and can make reasoning to interpret learning well.

scholarly journals The Islamic Islamic Religious Education Learning System

2020 ◽  
Vol 1 (3) ◽  
pp. 141-148
Author(s):  
Fajrul Munir Fairuz
Keyword(s):  
Learning Community ◽  
Cultural History ◽  
Religious Education ◽  
Real Life ◽  
Thinking Skills ◽  
Learning System ◽  
Islamic Education ◽  
School Students ◽  
Thinking Ability ◽  
Religious Learning

Islamic religious learning system through the CTL Contextual Teaching and Learning model in improving the thinking ability of madrasah students in Islamic boarding schools. Islamic religious education in madrasah includes (al-Qur'an-Hadits, Morality, Jurisprudence, and Cultural History of Islam). Learning Islamic religious education often uses lecture methods so students feel bored and even disparage when studying their Islamic Education while doing other activities. The author is interested in choosing this topic because no one has researched with the same title. The benefits of this research are expected to help teachers, especially those who teach Islamic education in madrasah. The reason other researchers are not interested in this title is that they think the CTL method cannot be used to improve the quality of learning, especially PAI in madrash. While in this study the authors tried to find direct effects, especially CTL can improve students' thinking skills in madrasah. The research method uses a qualitative approach and study documentation. Data processing in using the critical-analytical method, which is analyzing and interpreting data. The author is interested in researching with the title above because he wants to prove that the Islamic religious learning system through the CTL model can improve the thinking ability of madrasa students. The research findings are the Islamic religious education learning system through CTL, a learning approach that emphasizes the process of full involvement of students to be able to find the material being studied and relate it to real life situations and conditions. Research conclusions: Implementation of Islamic religious education learning system through the CTL model in improving the thinking ability of Islamic boarding school students through stages of constructivism (constructionvism), Inquiry (finding), Questioning (asking), Learning Community (learning community), Modeling (modeling), Reflection (reflection), and Authentic Assessment (actual assessment). Implications of research, students' thinking ability will increase because they are given the freedom to explore their learning. So the Islamic religious education learning system through the CTL model can improve students' thinking abilities and enthusiasm of students to continue learning and discover for themselves (material/concepts) what they learn.  

scholarly journals Pembelajaran Project Based Learning – Literasi Dalam Meningkatkan Kemampuan Penalaran Matematis Siswa Di Sekolah Dasar

2020 ◽  
Vol 1 (1) ◽  
pp. 30-36
Author(s):  
Zaenal Abidin ◽  
Arief Cahyo Utomo ◽  
Vira Pratiwi ◽  
Laely Farokhah
Keyword(s):  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Real Life ◽  
Learning Model ◽  
Project Based Learning ◽  
Control Group ◽  
School Students ◽  
Reasoning Abilities ◽  
Equivalent Control ◽  
Conceptual Relationships

Abstract The lower mathematical reasoning abilities of primary school students are the background of this research. This happens because students have not been properly facilitated to develop the ability of mathematical reasoning. Mathematics learning can develop reasoning ability well because mathematics learning has systematic concepts and conceptual relationships. This will have an impact on logical, systematic, and rational ways of thinking. Therefore, teachers must be able to choose learning models that can facilitate the ability of mathematical reasoning. One learning model that can be used is the literacy project-based learning model. This study aimed to determine the effectiveness of improving the ability of mathematical reasoning students who obtain literacy project-based learning. The design of this research was used pretest-posttest, non-equivalent control group.  Based on research results, conclusions can be drawn about the effectiveness of learning includes n-gain, minimum completeness criteria, and mastery learning. Literacy project-based learning has been effective in facilitating reasoning abilities. That is because literacy project-based learning can present contextual material with literacy works that are made and invited to carry out the process of thinking about the use of mathematical contexts in daily life. Furthermore, students can connect mathematical material with real-life contexts and make reasoning to interpret learning well. Keywords: PJBL, Literacy, Reasoning Mathematics.   Abstrak Kemampuan penalaran matematika siswa sekolah dasar yang sangat adalah latar belakang penelitian ini. Hal tersebut terjadi karena siswa belum difasilitasi dengan baik untuk mengembangkan kemampuan penalaran matematika. Pembelajaran matematika dapat mengembangkan kemampuan penalaran dengan baik karena pembelajaran matematika memiliki konsep sistematis dan hubungan konseptual. Hal tersebut berdampak pada cara berpikir logis, sistematis dan rasional. Oleh karena itu, guru harus dapat memilih model pembelajaran yang dapat memfasilitasi kemampuan penalaran matematika. Salah satu model pembelajaran yang dapat digunakan adalah model pembelajaran Project Based learning – Literasi. Penelitian ini bertujuan untuk mengetahui efektivitas peningkatan kemampuan penalaran matematis siswa yang memperoleh pembelajaran Project Based learning – Literasi. Desain penelitian ini menggunakan pretest-posttest non-equivalent control group. Berdasarkan hasil penelitian, kesimpulan dapat ditarik tentang efektivitas   pembelajaran yang mencakup n-gain, kriteria ketuntasan minimum, dan penguasaan pembelajaran. Pembelajaran Project Based learning – Literasi telah efektif dalam memfasilitasi kemampuan penalaran. Hal tersebut dikarenakan pembelajaran Project Based learning – Literasi dapat menyajikan materi kontekstual dengan karya-karya Literasi yang dibuat dan dituntut untuk melakukan proses berpikir tentang penggunaan konteks matematika dalam kehidupan sehari-hari. Selain itu, siswa  dapat menghubungkan materi matematika dengan konteks kehidupan nyata dan dapat membuat alasan untuk menafsirkan pembelajaran dengan baik. Kata kunci: Project Based learning, Literasi, Penalaran Matematika.

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