Mathematics Learning through the Use of Technology

2011 ◽  
pp. 199-221 ◽  
Author(s):  
Amy M. Smith ◽  
Amy R. Gentry ◽  
Sally Blake
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Mathematics Learning ◽  
Information Resource ◽  
Future Research ◽  
Early Mathematics ◽  
Technology Tools ◽  
Use Of Technology ◽  
Teaching Support ◽  
Technological World

Technology can capture young children’s attention, motivate them, and help them construct early mathematics concepts in meaningful ways. This chapter examines the nature of children’s mathematics learning and how technology can support learning on three levels: (a) a teacher information resource; (b) teaching support; and (c) the learning process for children. It provides a description of how technology tools, when connected to sound inquiry-based pedagogy and formative assessment, can facilitate learning in today’s increasingly technological world. Considerations for future research as well as a list of relevant, practical resources for teachers to experiment with in their own classrooms are included.

scholarly journals Enhancing Indonesian Students’ Self-confidence through the Integration of Problem-based Learning (PBL) and Technology

2018 ◽  
Vol 8 (1) ◽  
pp. 13-28
Author(s):  
Pasttita Ayu Laksmiwati
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Self Confidence ◽  
Use Of Technology

Access to technology in learning is important and is essential in facilitating students’ use of technology in their learning process. The aim of this study was to enhance students’ selfconfidence with Pythagoras’ Theorem by using problem-based learning (PBL) and technology. The technology used was GeoGebra. This study was conducted at a state junior secondary schools in Indonesia. The researcher employed an action research methodology. Twenty-four second year students (12 boys and 12 girls) from the juniorsecondary school participated in this study. The sampling technique used was purposive random sampling. This study used a pre-experimental design with no control group with both qualitative and quantitative data collected and analysed. There were two cycles in this action research. The investigation showed that the integration of problem-based learningand technology has positive impacts on sample students’ self-confidence. The students’ mean score, which was 80.54 (average self-confidence) on the pre-test, showed an improvement in the post-test with 106.13 (high self-confidence). In addition, the researcher conducted interviews of three students. The result showed that the learning had as positive impact on the students’ self-confidence. As part of 21st century society, students need tosurvive in the workplace and teachers can play their role in accomplishing this in the teaching and learning process. While the researcher cannot make generalisations due to the nature of the sample, nevertheless the integration of problem-based learning and technology in the mathematics learning process will be of interest to teachers and educators looking to improve their students’ self-confidence.

scholarly journals Pengembangan Media Pembelajaran Matematika Berbasis YouTube Pada Materi Perbandingan Trigonometri

2020 ◽  
Vol 2 (6) ◽  
pp. 526-539
Author(s):  
Shintia Yudela ◽  
Aan Putra ◽  
Laswadi Laswadi
Keyword(s):  
Small Group ◽  
Learning Process ◽  
Mathematics Learning ◽  
Field Trials ◽  
Technology In Education ◽  
Research Subjects ◽  
Expert Opinions ◽  
Use Of Technology ◽  
Interpretation Criteria ◽  
Information And Communication

The use of technology in education is becoming increasingly common. So that in its development, educators must be able to take advantage of information and communication technology in the learning process. Efforts to use it are to increase the attractiveness of a learning process, one of which is by using the help of learning media. Because of this, this study aims to produce YouTube-based learning media on trigonometric comparison material, find out expert opinions and student responses to YouTube-based mathematics learning media on trigonometric comparison material from an angle. This research is a research development or Research and Development (R & D) using the Sugiyono procedure. This research was conducted at MAS Nurul Haq Semurup with the research subjects being students of class X. Data collection was carried out using interviews and questionnaires. The instrument used was a questionnaire using a Likert scale. Based on the results of the validation carried out by material experts and media experts, the percentage results were respectively 71% and 77% with valid criteria. Then the learning media was tested through 2 stages, namely small group trials and field trials. The average results obtained were 87.22% for small group trials and 88.16% for field trials with very practical interpretation criteria, so it can be concluded that YouTube-based mathematics learning media on trigonometric comparison material from an angle is valid and practical to use in learning. Overall the results of the study indicate that the learning media developed are suitable for use by students.

scholarly journals The Use of Plickers for Formative Assessment of Vocabulary Mastery

2020 ◽  
Vol 7 (2) ◽  
pp. 311-320
Author(s):  
Maya Masita ◽  
Nur Fitri
Keyword(s):  
Mixed Methods ◽  
Formative Assessment ◽  
Learning Process ◽  
Teaching English ◽  
Mixed Methods Design ◽  
Assessment Data ◽  
Student Responses ◽  
Use Of Technology ◽  
Student Capability

The use of technology considered has able to help the learning process, especially in teaching English. In the industry revolution 4.0, there are some alternatives to teach English effectively. Plickers is an application that can help the teachers to measure student capability. This application used printable paper clickers to assign each student using the Plickers card. The teacher is instantly checking the student responses and assessment data for every question. This study was using mixed methods design to describe the use of Plickers for formative assessment of vocabulary mastery. The finding shows that Plickers help the teacher in preparing, executing, and examining in formative assessment. This application was able to improve students’ motivation and participation.

PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SDN 004 TEMBILAHAN KOTA KECAMATAN TEMBILAHAN KABUPATEN INDRAGIRI HILIR

2018 ◽  
Vol 2 (2) ◽  
pp. 173
Author(s):  
Jaimah Jaimah
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
First Grade ◽  
Average Value ◽  
Concrete Objects ◽  
The Subject ◽  
Classroom Action Research

The background of this research is the low of mathematics learning result of grade 1 student of SDN 004Tembilahan Kota, for that done perbaiakan learning process by applying method of discussion. This researchwas conducted in SDN 004 Tembilahan Kota with the subject of research is the first grade students with 36students. This research is a classroom action research conducted two cycles. Based on the results of theresearch, it is found that the use of the method of disuksi can improve the students' learning outcomes aboutknowing and determining the length and weight with nonstandard units using concrete objects / concretesituation in the initial data, the total number of completed students is 12 students (33.3%) average 55.83. In thefirst cycle has increased the number of students who complete is 26 students (77.22%) with an average value of80.00. In the second cycle has increased with the total number of students who completed is 32 students (88.89)with an average value of 88.06.

Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4201 ◽  
2019 ◽  
Keyword(s):  
Mobile Technology ◽  
Private School ◽  
Technology Use ◽  
Case Study Research ◽  
Educational Experience ◽  
Mobile Technologies ◽  
Future Research ◽  
Content Creation ◽  
Use Of Technology ◽  
Prime Concern

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

MODIFIKASI MODEL PEMBELAJARAN QUANTUM LEARNING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Erna Pebriana ◽  
Bela Mustika Sari ◽  
Yasa Abdurrahman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Approaches ◽  
Quantum Learning ◽  
Task Strategies ◽  
Improve Student Learning

This writing aims to make students more active and disciplined in the learning process and can also increase creativity and learning outcomes. The low mathematics learning outcomes are not only due to difficult mathematics, but are caused by several factors which include students themselves, teachers, learning approaches, and learning environments that are interconnected with each other. To improve the ability and results of learning it is necessary to make modifications to the task learning strategy and force. Quantum learning is a tip, a guide, a strategy and an entire learning process that can sharpen understanding and memory, and make learning a pleasant and useful process. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. Therefore, the writer modifies the model of quantum learning with task and forced learning strategies, the results of this modification show that learning with quantum learning models with forced and task strategies can improve the learning process so that students become more disciplined in doing tasks, can motivate student learning, and can improve student learning outcomes.

Peningkatan Teknologi Informasi Melalui Supervisi Pendidikan

2019 ◽  
Author(s):  
Rika ramadani ◽  
Hade Afriansyah
Keyword(s):  
Information Technology ◽  
Learning Process ◽  
Quality Of Education ◽  
Information Technology Education ◽  
Use Of Technology ◽  
Ongoing Training ◽  
The World ◽  
Teacher Supervisors

Progress in information technology that is so fast is expected to improve the quality of education in Indonesia. In the world of information technology education can help and support the learning process. Especially now all the learning process activities can be done online. Progress in information technology must also be supported by quality human resources. In this case the teacher is very instrumental in the utilization of information technology in the world of education. Because the teacher is one of the education supervisors who will encourage the advancement of the quality of education in Indonesia. But in reality the quality of teachers in Indonesia is inadequate. There are still many teachers who cannot use information technology in learning especially for teachers who are senior or old. As teacher supervisors, they must improve the quality of their performance in using technology. To improve the ability of teachers to use technology, ongoing training is needed to use technology. The role of the head of the school as a supervisor is also needed, namely the principal is obliged to supervise, control, and approach the teacher in terms of the use of technology in the learning process.

Contextual Learning Approach and Performance Assessment in Mathematics Learning

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
I Wayan Eka Mahendra
Keyword(s):  
Formative Assessment ◽  
Performance Assessment ◽  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Contextual Learning ◽  
Learning Approach ◽  
Better Than ◽  
A Performance

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly. 

scholarly journals Understanding FinTech Platform Adoption: Impacts of Perceived Value and Perceived Risk

2021 ◽  
Vol 16 (5) ◽  
pp. 1893-1911
Author(s):  
Jianli Xie ◽  
Liying Ye ◽  
Wei Huang ◽  
Min Ye
Keyword(s):  
Perceived Risk ◽  
Perceived Value ◽  
Future Research ◽  
It Adoption ◽  
Performance Expectancy ◽  
Use Of Technology ◽  
Effort Expectancy ◽  
Adoption Research ◽  
Adoption Intention ◽  
Core Construct

FinTech platforms are one of the most important elements in the rapidly digitized world’s economy. This study investigates the factors that affected individuals’ acceptance of FinTech services, especially on internet wealth management platforms. The current research extends the unified theory of acceptance and use of technology (UTAUT) published by MIS Quarterly with integrated financial consumption attributes (i.e., perceived value and perceived risk) alongside the core construct of UTAUT. Data were collected from an established survey company. The empirical results indicate that perceived value, perceived risk, and social influence are strongly related to individuals’ FinTech adoption intention, whereas performance expectancy, effort expectancy, and perceived risk affect individuals’ perceived value, which in turn influences adoption intention. The proposed FinTech adoption model could contribute to information technology (IT) adoption research by extending the UTAUT in which individuals’ performance expectancy and effort expectancy affect their adoption intention indirectly through perceived value. Finally, the implications of the proposed new model for future research and FinTech practice are discussed.

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