scholarly journals Integrasi Teknologi dalam Pembelajaran Matematika: Belajar dari SAMR dan MAAAD

2021 ◽  
Vol 8 (1) ◽  
pp. 23-34
Author(s):  
Muhammad Taqiyuddin ◽  
Faliqul Jannah Firdausi ◽  
Mohamad Tri Afriyadi Nur Asidin
Keyword(s):  
Technology Integration ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Mathematics Classrooms ◽  
Mathematical Teaching ◽  
Proper Training ◽  
Technology Affordances ◽  
And Mathematics ◽  
Remote Learning

We are now facing a growing demand of using technology in mathematics classrooms due to the unprecedented Covid-19 pandemics era. In this situation, most teachers among the globe including Indonesia have to employ remote learning practice without proper training and sufficient experience in doing so. This article aims to provide teachers and mathematics education communities, especially in Indonesia, with some research-based principles mainly from SAMR and MAAAD frameworks on how they productively incorporate technology in their mathematical teaching and learning. By doing so, we explain how we can improve our technology integration and how we analyse technology affordances. In addition, we also raise the importance of acknowledging technology limitations, along with the discussion on what to do next for improving our technology integration skills.    Keywords: MAAAD, Mathematics Education, SAMR, Technology Integration. 

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

Technology Integration in Digital Learning Environments

2018 ◽  
pp. 165-184
Author(s):  
Irene Mwingirwa Mukiri ◽  
Bonface Ngari Ireri
Keyword(s):  
Technology Integration ◽  
Learning Environments ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Girls In Science ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Digital Learning Environments

Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

Enhancing ICT Application in Science and Mathematics Education

2010 ◽  
pp. 142-164
Author(s):  
Suan Yoong ◽  
Lee Yuen Lew
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Information Communication ◽  
Good Practices ◽  
Current Trends ◽  
Current Thinking ◽  
Emerging Issues ◽  
Key Features ◽  
Ict Infrastructure ◽  
And Mathematics

This chapter reviews the Malaysian experience in implementing the Smart School Flagship initiatives, notably in the implementation of information communication technology (ICT) application in science and mathematics education. From a macro perspective, this chapter takes stock of the achievements of the Smart School Flagship in enabling ICT infrastructure and Internet connectivity in Malaysian schools. It attempts to appraise current trends and practice, clarifies emerging issues or challenges that schools face in trying to improve the ways in which ICT is applied to enhance teaching and learning, and identifies promising good practices so that general lessons may be drawn that are of interests to Malaysia and other countries. It does not claim to comprehensively cover every aspect of the initiatives but aims to contribute to current thinking about this topic by presenting a practical and pragmatic evaluation of some of its key features.

A New Way of Teaching

1996 ◽  
Vol 178 (1) ◽  
pp. 49-59 ◽  
Author(s):  
Fernand J. Prevost
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
National Curriculum ◽  
And Mathematics ◽  
Teaching Learning ◽  
Change Task ◽  
Analysis Of Teaching ◽  
Present Understanding

A new view of teaching is emerging from the work of the constructivists and mathematics education reform leaders. In particular, we examine here four aspects of teaching that must change: task selection, guidance of classroom discourse, setting the learning environment, and the analysis of teaching and learning. Several national curriculum projects are working to effect these changes and examples of their work are provided. This work has motivated individual teachers to similarly design investigations that engage students in the study of significant mathematics, and two examples are included. Assessment must also change and students must learn to become less dependent on “authority” for the correctness of answers. Finally, our present understanding of constructivism and its implications for teaching/learning must not be static; though that view now may be at the center, we must listen to those who are on the edges and expect to be changed again and again in the years ahead.

English Learners in K–12 Mathematics Education: A Review of the Literature

2018 ◽  
Vol 88 (6) ◽  
pp. 879-919 ◽  
Author(s):  
Zandra de Araujo ◽  
Sarah A. Roberts ◽  
Craig Willey ◽  
William Zahner
Keyword(s):  
Mathematics Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Sociocultural Perspective ◽  
Mathematics Classrooms ◽  
Persistent Pattern ◽  
Mathematics Teaching And Learning ◽  
K 12

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K–12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K–12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

Critical Thinking and Mathematics Teaching and Learning

2019 ◽  
pp. 234-253
Author(s):  
Kelli Thomas ◽  
Douglas Huffman ◽  
Mari Caballero
Keyword(s):  
Critical Thinking ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Methods Course ◽  
Teaching Behaviors ◽  
Mathematics Methods ◽  
Mathematics Classrooms ◽  
Mathematics Methods Course ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

The purpose of this chapter was to investigate pre-service teachers' noticing of children's critical thinking and views towards eliciting and using students' critical thinking in mathematics teaching. A mixed method study was used to provide a range of perspectives on pre-service teachers' views towards mathematics. The results indicated that the pre-service teachers initially held beliefs that mathematics teaching and learning consist of transferring information and students absorbing and memorizing information. The pre-service teachers based their instructional responses on experiences they had as students in elementary mathematics classrooms. The pre-service teachers described what they had observed about teaching mathematics as the ideal without regard for how the teaching behaviors they observed might influence children's critical thinking about mathematics. After completing a mathematics methods course, the pre-service teachers held beliefs more consistent with a reform-oriented classroom and demonstrated growth in their ability to notice children's mathematics thinking.

scholarly journals Empowering the Disadvantaged Students in Mathematics Education: Relevance of Social Justice, Equity and Mainstreaming

2019 ◽  
Vol 29 ◽  
pp. 132-145
Author(s):  
Bed Prasad Dhakal
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Mathematics Classroom ◽  
Secondary Level ◽  
Learning Mathematics ◽  
Contextualized Teaching And Learning ◽  
And Mathematics ◽  
Mind Set

Mathematical knowledge is indubitable in various sectors, but diversity in culture and tradition in society causes inequality, injustice and backwardness among the students learning mathematics. Study of cultural heritage, customs, behavior in mathematics education is the demand of post-modern paradigm. Efforts of self-organization and co-construction in the initiation of students and teachers through their active participation, interaction and mathematics classroom discourses could be instrumental towards the generation of mathematical knowledge in classroom – which can support to reduce the western domination in mathematics education; and societal negative mind-set about mathematics education will also be minimized in this way. Ethno-mathematics, diversified mathematical strategies, culturally responsive mathematics classroom and enhancing equity in learning mathematics are the major dimensions that mathematics professionals need to exercise for the effective, reflective and contextualized teaching and learning of mathematics. This is a phenomenological study conducted among secondary level mathematics teachers. Using written interview and informal sharing of participants’ experiences towards teaching and learning mathematics, three major themes were developed and discussed. This article primarily shows that there exists the intertwined relation among these themes; and it is essential to properly address these themes for more effective learning of mathematics in the context of Nepalese secondary level classrooms.

scholarly journals Bridging psychology and mathematics education: Reflections on boundary crossing

2018 ◽  
Vol 4 (1) ◽  
pp. 09-18 ◽  
Author(s):  
Martha W. Alibali ◽  
Eric J. Knuth
Keyword(s):  
Mathematics Education ◽  
Professional Identity ◽  
Teaching And Learning ◽  
Applied Research ◽  
Interdisciplinary Collaboration ◽  
Levels Of Analysis ◽  
Boundary Crossing ◽  
Critical Questions ◽  
Basic And Applied Research ◽  
And Mathematics

Collaborations between psychology and mathematics education have the potential to yield progress on critical questions about the teaching and learning of mathematics. In this paper, we describe our experience of collaborating at this boundary. We have found that collaboration has many benefits: it strengthens the research, it is professionally enriching, and it brings novel perspectives to disciplinary communities. However, collaboration is also challenging, because different views about the nature of knowledge and the aims of inquiry can be difficult to bridge. Collaboration can also raise difficult questions about professional identity. We consider several factors that are critical to success in interdisciplinary collaboration, including methodological openness, a broad view of what constitutes “basic” and “applied” research, and an appreciation for diverse perspectives and varying levels of analysis. We close by offering some advice for others who wish to collaborate at the boundary of psychology and mathematics education.

Teaching Through Mobile Technology

2020 ◽  
pp. 1022-1035
Author(s):  
Mmaki Jantjies ◽  
Mike Joy
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Learning Tools ◽  
Technology Learning ◽  
Mathematics Classrooms ◽  
Learning Content ◽  
The World ◽  
And Mathematics ◽  
Technology In Schools

The use of mobile technology to support teaching and learning in schools, has extended technology learning tools in schools across different socio economic divides. There have been various studies throughout the world which reflect the improvement of such technology in schools. In this chapter we reflect on a series of studies conducted in developing countries with focus on Jantjies and Joy (2012, 2013, 2014, 2015) studies. The studies were conducted in schools with the objective of providing teachers and learners with multilingual mobile learning content specifically designed to support teaching and learning in their science and mathematics classrooms and beyond. This chapter provides a culmination of lessons learnt from all studies reflecting on the journey of mobile learning in schools across South Africa. The use of mobile technology to support teaching and learning in schools, has extended technology learning tools in schools across different socio economic divides. There have been various studies throughout the world which reflect the improvement of such technology in schools. In this chapter we reflect on a series of studies conducted in developing countries. The studies were conducted in schools with the objective of providing teachers and learners with multilingual mobile learning content specifically designed to support teaching and learning in their science and mathematics classrooms and beyond. This chapter provides a culmination of lessons learnt from all studies reflecting on the journey of mobile learning in schools across South Africa.

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