scholarly journals DESAIN DIDAKTIS PEMBELAJARAN HOTS MATERI PROGRAM LINIER

2020 ◽  
Vol 11 (2) ◽  
pp. 61-69
Author(s):  
Amalia Pratamawati
Keyword(s):  
Lesson Design ◽  
Epistemological Obstacles

Penguasaan konsep aljabar memiliki peran penting dalam proses pemecahan masalah matematika. Salah satu materi matematika yang berkaitan dengan konsep aljabar tersebut adalah materi program linier. Berdasarkan observasi awal yang dilakukan di tempat penelitian ditemukan kesulitan-kesulitan yang dialami oleh siswa pada materi program linier. Oleh karena itu, peneliti kemudian mengembangkan desain didaktis pembelajaran HOTS pada materi program linier untuk mengatasi kesulitan siswa tersebut,. Subjek penelitian adalah siswa kelas XI di SMA Negeri 1 Tebing Tinggi Barat, Kabupaten Kepulauan Meranti, Riau pada semester ganjil tahun pelajaran 2019/2020. Hasil penelitian menunjukkan bahwa setelah implementasi desain didaktis diketahui bahwa siswa masih mengalami epistemological obstacles yaitu keterbatasan siswa dalam menggunakan grafik himpunan penyelesaian SPtLDV untuk menyelesaikan permasalahan program linier. Pada desain didaktis empirik terdapat satu desain didaktis hipotetik yang direvisi yaitu lesson design III tentang menentukan nilai optimum fungsi tujuan dari permasalahan program linier.

Exploring teacher learning process in Chinese lesson study: a case of representing fractions on a number line

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Xingfeng Huang ◽  
Rongjin Huang ◽  
Mun Yee Lai
Keyword(s):  
Germ Cell ◽  
Conceptual Understanding ◽  
Learning Process ◽  
Lesson Study ◽  
Number Line ◽  
Unique Contribution ◽  
Lesson Design ◽  
Content Type ◽  
Expansive Learning ◽  
Oriented Activity

PurposeThis paper presented the learning process of a group of primary mathematics teachers who participated in two iterations of lesson design, enactment and reflection in a Chinese Lesson Study.Design/methodology/approachAn expansive learning theory was employed to examine the teachers’ learning process in lesson study (LS) on representing fractions on a number line. The evolution of a germ cell was utilized to feature the transformation of the object of activity from abstract to concrete through resolving contradictions among LS members. The videos of lesson planning, research lessons (RLs) and debriefing meetings were collected and analyzed to reveal the expansive learning process.FindingsThe analysis showed that the teachers expanded their learning through transforming the object from diffuse to concrete and expanded through consciously articulating the germ cell. The outcomes of object-oriented activity include improving the enacted lesson which promoted students’ conceptual understanding.Originality/valueThis study made a unique contribution to understanding the learning process of teachers in Chinese LS from the perspective of expansive learning.

Teaching Philosophy and Enactivism

2021 ◽  
Vol 66 (2 supplement) ◽  
pp. 191-196
Author(s):  
Andrei Simionescu-Panait
Keyword(s):  
Mathematics Education ◽  
Multiple Solutions ◽  
Philosophy Of Education ◽  
Theoretical Models ◽  
Correct Solution ◽  
Classroom Design ◽  
Informational Efficiency ◽  
Lesson Design ◽  
Philosophical Education ◽  
History Of

"The paper presents a concise history of enactivism in education, especially in mathematics education. Cases described by Davis’s, Proulx and Simmt’s work showcase the idea that enactivism is a viable alternative to constructivism or to classical views both in terms of practical teaching and theoretical models related to the process of learning. The idea that the student should solve a fixed problem, discover the universally correct solution, and eventually store that correct solution to find many other universally correct solutions to other fixed problems reduces the student to a very simple mechanism aimed at informational efficiency. This problem is met by the enactivistic tradition that began with Varela and Maturana’s work, now updated to the aforementioned researchers. Contra the classical perspective, enactivism proposes the idea that the student collaboratively produces the problem, being able to see multiple solutions, and eventually becoming a performer of knowledge. The article takes these ideas developed in mathematics education and finds their use in philosophical education. The article especially focuses on the student’s problem of being unable to link a new philosophical text discussed in class with their intuition. The last part of the article offers a lesson design example. The philosophical design focuses on making the students explore their own thinking regarding the topic about to be discussed by using a philosophy text before introducing the text. Keywords: enactivism, phenomenology, philosophy of education, classroom design "

scholarly journals A Framework for Implementing OER-Based Lesson Design Activities for Pre-Service Teachers

2018 ◽  
Vol 19 (4) ◽  
Author(s):  
Dongho Kim
Keyword(s):  
Teacher Education ◽  
Distributed Cognition ◽  
Open Educational Resources ◽  
Teacher Education Programs ◽  
Unified Framework ◽  
Lesson Design ◽  
Web Resource ◽  
Design Activities ◽  
The Individual ◽  
Pedagogical Knowledge And Skills

The demand for qualified teachers with sufficient pedagogical knowledge and skills is high. However, existing teacher education programs do not provide adequate experiences through which to develop pre-service teachers’ professional foundations. This study recognized Open Educational Resources (OER) as a means by which to address the issue of enhancing teacher education. The purpose of this study was to propose a framework to be used to integrate OER into lesson design activities for pre-service teachers. In this study, a focused literature review investigated the frameworks of distributed cognition and example-based learning. This review process resulted in a unified framework that provides a description of how pre-service teachers learn with OER at both the individual and cognitive system levels. Four principles and 10 guidelines are provided to guide the implementation of OER-based lesson design activities in real settings. The new framework has the potential to enhance pre-service teachers’ Web resource-based professional development.

scholarly journals Actualizing hope and joy in K-12 curricula through Daisaku Ikeda’s human education

2021 ◽  
Vol 2 (1) ◽  
pp. 19-34
Author(s):  
Nai-Cheng Kuo ◽  
◽  
Amy Wood ◽  
Kyra Williams ◽  
◽  
...  
Keyword(s):  
School Districts ◽  
Lesson Design ◽  
Global Citizens ◽  
Life And Death ◽  
Starting Point ◽  
Local Contexts ◽  
Human Education ◽  
Children's Stories ◽  
K 12 ◽  
Teachers Perspectives

Abstract Purpose: Our study aims to create a framework grounded in Daisaku Ikeda’s philosophy of education for educators and researchers to implement and evaluate human education in the classroom. Research Methodology: We first synthesized the eighteen chapters by scholars involved in Ikeda studies, published in the book entitled: Hope and Joy in Education: Engaging Daisaku Ikeda across Curriculum and Context to discover the main themes in Ikeda’s human education. Based on these themes, we selected six children’s stories developed by Ikeda to design lessons. We then conducted surveys with ten K-12 teachers across disciplines and school districts to explore their perspectives toward humanity and their feedback on our lesson design. Results: Our finding indicates that creating hope and joy in education is inseparable from human revolution, value creation, happiness, the greater self, global citizens, as well as life and death. In addition, the participant’s responses to the survey questions help educators and researchers understand what K-12 teachers look for in order to implement lessons on humanity more efficiently and effectively. Limitations: By no means would we consider our lesson design exemplary or applicable in all different contexts. Instead, we consider these lessons a starting point to continue exploring a better way to teach humanity in school. Contribution: Seeing examples of lesson plans on humanity and learning from K-12 teachers’ perspectives provide an aspect for educators and researchers to use, extend, or expand the present study to bring hope and joy to students in their local contexts.

scholarly journals Developing The Mathematics Conceptual Understanding and Procedural Fluency through Didactical Anticipatory Approach Equipped with Teaching AIDS

2018 ◽  
Vol 3 (2) ◽  
pp. 367
Author(s):  
Asmida Asmida ◽  
Sugiatno Sugiatno ◽  
Agung Hartoyo
Keyword(s):  
Conceptual Understanding ◽  
Junior High School ◽  
Mathematics Learning ◽  
Posttest Score ◽  
Mathematics Textbook ◽  
Teaching Aids ◽  
Procedural Fluency ◽  
Mathematical Problems ◽  
Epistemological Obstacles ◽  
And Mathematics

The students’ conceptual understanding and procedural fluency have not been yet integrated into the mathematics learning as the teachers’ common mathematics textbook has not explicitly explained the conceptual understanding and procedural fluency in solving the mathematical problems that the teachers have not yet connected it to the mathematics learning. The interview result shows that the students only memorize the procedures without understanding. If the procedure is continuously applied, it is predicted that the students may face the epistemological obstacles in solving the mathematical problems. This research aims at developing the students' mathematics conceptual understanding and procedural fluency through the Didactic Anticipatory Approach equipped with the teaching aids in learning the operations of integer multiplication at Junior High School in Grade VIII. This pedagogical action research involves 14 students. The research data are collected using tests, interviews, voice recorders and cameras. The result shows that learning mathematics through the Didactic Anticipatory Approach equipped with teaching aids may develop the students' conceptual understanding and mathematics procedural fluency marked by the reduced students’ epistemological obstacles. However, they are not yet been completely resolved. The students' conceptual understanding and mathematics procedural fluency also supported with the average posttest score higher than that of the pretest score.

scholarly journals The Consolidation of Rules of Signs and Stages of the Scientific Spirit in Bachelard

2019 ◽  
Vol 21 (5) ◽  
pp. 145-162
Author(s):  
Selma Felisbino Hillesheim ◽  
Méricles Thadeu Moretti
Keyword(s):  
Teaching And Learning ◽  
Learning Processes ◽  
Epistemological Perspective ◽  
Epistemological Obstacles

The purpose of this paper is to analyze the historical path of the consolidation of the rule of signs from Gaston Bachelard’s epistemological perspective, as well as explore the epistemological obstacles still present in the teaching and learning processes of such rule nowadays. The consolidation was a slow and surprising process, marked by advances and setbacks. We suggest herein the presence of three scientific stages of mind: concrete, concrete-abstract, and abstract. It is possible to realize that the two first stages related to the development of the rule of signs are still very present in pedagogical activities and teaching. However, some studies have been indicating that teaching such rule formally, i.e. avoiding metaphors related to concrete examples, can stimulate the transfer from the concrete to the concrete-abstract spirit, and later on to the abstract state of scientific spirit.

Teachers' Perceptions of Effective Preparation to Teach

1997 ◽  
Vol 80 (3) ◽  
pp. 955-961 ◽  
Author(s):  
John C. Houtz ◽  
Ilene K. Weinerman
Keyword(s):  
Delphi Technique ◽  
Professional Preparation ◽  
Experienced Teachers ◽  
Consensus Building ◽  
Management Skills ◽  
Lesson Design ◽  
Classroom Organization ◽  
Teachers Perceptions ◽  
Organization And Management ◽  
Perceived Importance

The Delphi Technique of survey and consensus-building was used to obtain ratings from experienced teachers to four questions related to their professional preparation. 13 teachers with varying amounts of experience completed four rounds of questioning over a 14-wk. period. The highest-rated responses indicated teachers' perceived importance of classroom organization and management skills, lesson design and delivery skills, and a “humanistic” orientation toward pupils. These perceptions were considered in relation to conclusions from research on effective teaching.

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