scholarly journals Fragmentation of Thinking Structure’s Students to Solving the Problem of Application Definite Integral in Area

2017 ◽  
Vol 10 (5) ◽  
pp. 48
Author(s):  
Kadek Adi Wibawa ◽  
Toto Nusantara ◽  
Subanji Subanji ◽  
I Nengah Parta
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Human Brain ◽  
Full Description ◽  
Definite Integral ◽  
Computer Storage ◽  
Pseudo Data

This study aims to reveal the fragmentation of thinking structure’s students in solving the problems of application definite integral in area. Fragmentation is a term on the computer (storage) that is highly relevant correlated with theoretical constructions that occur in the human brain (memory). Almost every student has a different way to construct a problem. That’s very interesting to finding a process of thinking students. Researcher works in three cases. The findings of this study were two in every case, which the fragmentation whole construction and fragmentation construction pseudo. Data this study a full description and in-depth exploration of the students majoring in mathematics education since high school that has been learned about the material Integral course and the area.

scholarly journals USING ANALOGY IN SOLVING PROBLEMS: A CASE STUDY OF TEACHING THE RADICAL INEQUALITIES

2021 ◽  
Vol 8 (5) ◽  
Author(s):  
Bui Phuong Uyen
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Group Work ◽  
Analogical Reasoning ◽  
Considerable Improvement ◽  
Problem Solving Skills ◽  
Three Phase ◽  
Phase Group ◽  
Can Tho City

In mathematics education, teachers can use several reasoning methods to find solutions such as inductive, deductive and analogy. This study was intended to guide students to find solutions to problems of radical inequalities through analogical reasoning. The experiment was conducted on 36 grade 10 students at a high school in Can Tho city of Vietnam. The instrument used was a problem of radical inequalities. A three-phase teaching process had been organized with this class comprising individual work phase, group work phase and institutionalization phase. The data collected included student worksheets and was qualitatively analyzed. As a result, many students discovered how to solve the above inequality by using the analogy, and they had a considerable improvement in their problem-solving skills. Additionally, a few ideas were discussed about the use of analogy in mathematics education. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0769/a.php" alt="Hit counter" /></p>

The Atlanta meeting of the National Council of Teachers of Mathematics

1964 ◽  
Vol 11 (6) ◽  
pp. 449-450
Keyword(s):  
High School ◽  
Elementary School ◽  
Mathematics Education ◽  
Rational Numbers ◽  
National Council ◽  
Peach Tree ◽  
College Level ◽  
Probability And Statistics ◽  
The City

In the height of autumn, the City of Peachtree Street in the Peach Tree State will be the locale of the Atlanta Meeting of the National Council of Teachers of Mathematics. This event, a first of its kind for Atlanta and for Georgia, is designed to attract persons interested in mathematics, kindergarten to the college level. From geometry in the kindergarten to probability and statistics in high school; from the rational numbers in the elementary school to applications of mathematics in the senior high school, from the role of reading to the role of the administrator in improving mathematics education; in short, whatever aspects of mathematics on the school and college levels fascinate one will be presented during the Atlanta Meeting, November 19-21, 1964.

A Forum for Researchers: The Place of William A. Brownell in Mathematics Education

1977 ◽  
Vol 8 (5) ◽  
pp. 382-384
Author(s):  
Jeremy Kilpatrick ◽  
J. Fred Weaver
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Educational Psychology ◽  
University Of Chicago ◽  
The University

Mathematics education has few giants. It lost one on 28 May when William A. Brownell died in Walnut Creek, California, at the age of 82. William Arthur Brownell was born on 19 May 1895 in Smethport, Pennsylvania. He went through elementary and high school in Smethport and then entered Allegheny College, where he received the A.B. in 1917. After graduation, he returned to his hometown to teach at the local high school for four years. Then he went to Illinois to begin graduate work in educational psychology at the University of Chicago.

The College Board Scholastic Aptitude Test: An Overview of the Mathematical Portion

1978 ◽  
Vol 71 (3) ◽  
pp. 168-180
Author(s):  
James S. Braswell
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Scholastic Aptitude Test ◽  
School Mathematics ◽  
High School Mathematics ◽  
Aptitude Test ◽  
College Board ◽  
Current Information ◽  
Scholastic Aptitude

From time to time I have been asked to speak to groups of high school mathematics teachers about the mathematical portion of the Scholastic Aptitude Test (SAT). This article affords an opportunity to provide current information about this test to a greater audience of mathematics teachers and others interested in mathematics education.

Mind Mapping as a Tool in Mathematics Education

2003 ◽  
Vol 96 (2) ◽  
pp. 96-101 ◽  
Author(s):  
Astrid Brinkmann
Keyword(s):  
Mathematics Education ◽  
Human Brain ◽  
Mapping Technique ◽  
Special Technique ◽  
Memory Retention ◽  
Mind Mapping ◽  
The Mind ◽  
Artistic Image

Mind mapping is a special technique for taking notes. Ideas and concepts connected with a topic are displayed as a graphical pattern—in many instances, even as in an artistic image. The mind-mapping technique takes into account the special way that the human brain works and thus facilitates the organization of information and increases productivity and memory retention.

Sharing Teaching Ideas: A Quilting Problem: The Power of Multiple Solutions

2001 ◽  
Vol 94 (3) ◽  
pp. 176-178
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Education ◽  
Multiple Solutions ◽  
Mathematical Ideas ◽  
School Textbook ◽  
Teaching Ideas

In our careers, we occasionally discover a particularly rich problem that supports many goals of mathematics education. One such problem is the quilting problem presented in figure 1. This problem engages students at many levels, has multiple possible solution paths, lends itself to a variety of representations, and connects many mathematical ideas. Although this particular problem appears in a high school textbook in a chapter on sequences (Rubenstein et al. 1998, p. 307), it is also accessible to students from a wide variety of backgrounds from middle school through college. Before reading further, try to solve the problem yourself, preferably using more than one method.

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