History of difficulties in learning and teaching mathematics

2017 ◽  
pp. 5-20
Keyword(s):  
Teaching Mathematics ◽  
Learning And Teaching ◽  
History Of

scholarly journals PEMANFAATAN AUTOGRAPH SEBAGAI MEDIA PEMBELAJARAN MATEMATIKA DENGAN MENERAPKAN MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) AUTOGRAPH USE AS A LEARNING MEDIA WITH MATH APPLYING THE MODEL OF LEARNING BASED PROBLEM (LBP)

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Nailul Himmi Hasibuan
Keyword(s):  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Mathematics ◽  
Conic Sections ◽  
Mathematical Communication ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
Problem Solving Process ◽  
Point Line

Tulisan ini mengkaji tentang pemanfaatan autograph sebagai sumber belajar matematika yang dikombinasikan dengan Pembelajaran Berbasis Masalah (PBL). Pembelajaran berbasis masalah adalah suatu pembelajaran yang dimulai dengan masalah dunia nyata sehingga siswa agar dapat mengkonstruksi pengetahuannya sendiri dengan kemampuan berpikir yang dimilikinya, dengan mengacu pada lima langkah pokok, yaitu: orientasi siswa pada masalah, mengorganisir siswa untuk belajar, membimbing penyelidikan individual maupun kelompok, mengembangkan dan menyajikan hasil karya dan menganalisis dan mengevaluasi proses pemecahan masalah. Autograph adalah software software yang sangat serbaguna dan dinamis sebagai media pembelajaran untuk belajar dan mengajar matematika tingkat menengah berupa menggambar titik, ruas garis, vektor, garis, poligon, irisan kerucut, dan kurva dua dimensi. Dengan menerapkan model pembelajaran berbasis masalah yang memanfaatkan autograph dapat meningkatakan pemahaman konsep, penalaran, kemampuan berpikir kritis dan komunikasi matematis siswa. Kata Kunci: Pembelajaran Matematika, PBL, dan  AutographThis paper examines the use of autographs as a source of learning mathematics combined with Problem Based Learning (PBL). Problem-based learning is a learning that begins with real world issues so that students in order to construct his own knowledge with the ability to think it has, with reference to the five main steps, namely: orientation of students on the issue, organizing students to learn, guiding the investigation of individual and group, develop and present the work and analyze and evaluate the problem-solving process. Autograph software is software that is very versatile and dynamic as a learning medium for learning and teaching mathematics in the form of a mid-level draw point, line segment, vector, line, polygon, conic sections, and two-dimensional curve. By implementing problem based learning model that utilizes autographs can increase the understanding of concepts, reasoning, critical thinking skills and students' mathematical communication.                          Keywords: Learning Mathematics, PBL, and Autograph

scholarly journals Modeling The Use of History of Mathematical Thought in Mathematics Instruction

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Chinedu Victor Obasi
Keyword(s):  
Social Context ◽  
Historical Development ◽  
Mathematics Instruction ◽  
Model Equation ◽  
Teaching Mathematics ◽  
Integrating Factor ◽  
Mathematical Thought ◽  
History Of ◽  
Economic Needs ◽  
Marginal Improvement

Mathematics is a human creation, which has been developing for more than four thousand years. It emerged as a response to different social and economic needs of civilizations. Historical development of mathematics stresses that mathematics as a science has always been connected to economic and social context and development of society. There is little or no research that promotes using historical content in mathematics lessons in the Nigeria context. In this paper, we model the use of history of mathematical thought (HMT) in mathematics instruction and solved the formulated model equation using integrating factor. The rate at which HMT is used by teachers in mathematics instruction is assumed to be proportional to the number of teachers that do not use HMT. The analysis suggests that with time, only a fraction of teachers can use HMT in teaching mathematics due to the fact that they will not remember to use it, and additional recruitment of teachers will result in only marginal improvement in the usage of HMT.

Archpriest Peter Delitsyn (16.06.1795 - 30.11.1863) - Translator and Mathematician

2019 ◽  
pp. 203-237
Author(s):  
Иннокентий Глазистов
Keyword(s):  
19Th Century ◽  
Significant Contribution ◽  
Teaching Mathematics ◽  
Teachers And Students ◽  
History Of

В настоящей статье рассматриваются жизнь и труды великого учёного XIX в., подвизавшегося в Московской духовной академии, - протоиерея Петра Спиридоновича Делицына, который внёс значительный вклад в перевод святоотеческих творений на русский язык. Особое внимание уделяется периоду учёбы прот. П. С. Делицына в МДА, рассматриваются особенности методики преподавания математики и философии в Академии. На основании воспоминаний профессоров, преподавателей и студентов МДА, описываются труды отца Петра, связанные с цензурой духовных книг, осуществлением и редактированием русских переводов сочинений святых отцов. В качестве приложения приводятся выдержки из исследования И. Н. Корсунского, посвящённого истории русских патристических переводов в МДА. This article examines the life and work of the great 19th-century academic, who worked for the Moscow Theological Academy, Archpriest Peter Spiridonovich Delitsyn. He made a significant contribution to the translation of patristic works into Russian. Particular attention is paid to the period of study of Archpriest P. S. Delitsyn at the MThA, where the A. discusses the features of methods of teaching mathematics and philosophy in the Academy. Based on the memoirs of professors, teachers and students of MThA and the works of Archpriest Peter related to the censorship of spiritual books the A. describes the implementation and editing of Russian translations of the works of holy fathers. As an appendix, excerpts from the study ofI. N. Korsunsky on the history of Russian patristic translations in MThA are given.

Scientific novelties implemented into teaching mathematics in secondary schools on the Polish territories in the 19th century. The case of descriptive geometry

2020 ◽  
pp. 205-218
Author(s):  
Karolina Karpińska
Keyword(s):  
Mathematics Education ◽  
19Th Century ◽  
18Th Century ◽  
History Of Mathematics ◽  
Descriptive Geometry ◽  
Teaching Mathematics ◽  
Education History ◽  
Secondary School Education ◽  
History Of ◽  
The 19Th Century

This article is dedicated to discussing the implementation of the descriptive geometry, i.e. the scientific novelty from the end of the 18th century, in secondary school education on the Polish territories in the 19th century. At that time, Polish lands were under the occupation of three empires: Prussia, Austria, and Russia. Over the time, the policy of the partition empires toward the Poles was changing in intensity. As a consequence, in the 19th century, there were schools on the Polish territories with Polish, Prussian, Austrian and Russian curricula and relevant lecture languages. The article analyses the implementation of descriptive geometry into teaching mathematics in schools located in all three partitions. Keywords: descriptive geometry, history of mathematics education, history of mathematics

Teachers and Mathematical Modeling

2018 ◽  
pp. 216-236
Author(s):  
Samantha Analuz Quiroz Rivera ◽  
Ruth Rodríguez Gallegos
Keyword(s):  
Mathematical Modeling ◽  
Real World ◽  
Collaborative Work ◽  
Lesson Plans ◽  
Teaching Mathematics ◽  
Learning And Teaching

Mathematics cannot be reduced to the use of algorithms. The main objective of teaching mathematics in school is their application in real world situations. Mathematical modeling was born as an answer of this concerned and implies the relation between mathematics and applications. Because of that, teachers need to be correctly training in the use of mathematical modeling in their daily lesson plans. The aim of this study is to propose a methodology for help teachers purchase mathematical modeling as a strategy to teach mathematics. Our methodology is based on the analysis of teachers' conceptions about learning and teaching mathematics and after that promote their evolution. The main characteristic is the collaborative work between teachers and the researcher in cycles of discussion and classes' implementation. The evidence showed that teachers can actually change their conceptions about what is needed for teaching mathematics and design lesson plans using mathematical modeling.

Teachers and Mathematical Modeling

2017 ◽  
pp. 45-64
Author(s):  
Samantha Analuz Quiroz Rivera ◽  
Ruth Rodríguez Gallegos
Keyword(s):  
Mathematical Modeling ◽  
Real World ◽  
Collaborative Work ◽  
Lesson Plans ◽  
Teaching Mathematics ◽  
Learning And Teaching

Mathematics cannot be reduced to the use of algorithms. The main objective of teaching mathematics in school is their application in real world situations. Mathematical modeling was born as an answer of this concerned and implies the relation between mathematics and applications. Because of that, teachers need to be correctly training in the use of mathematical modeling in their daily lesson plans. The aim of this study is to propose a methodology for help teachers purchase mathematical modeling as a strategy to teach mathematics. Our methodology is based on the analysis of teachers' conceptions about learning and teaching mathematics and after that promote their evolution. The main characteristic is the collaborative work between teachers and the researcher in cycles of discussion and classes' implementation. The evidence showed that teachers can actually change their conceptions about what is needed for teaching mathematics and design lesson plans using mathematical modeling.

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