scholarly journals GEOMETRIA E TRIGONOMETRIA: POSSIBILIDADES DE UM VÍNCULO VANTAJOSO

2015 ◽  
Vol 37 ◽  
pp. 608
Author(s):  
Alberto Martin Martinez Castaneda
Keyword(s):  
Basic Education ◽  
Geometric Problems ◽  
Classic Problem ◽  
Methods And Techniques ◽  
Mathematical Problems ◽  
Geometric Result

http://dx.doi.org/10.5902/2179460X14639The relationship between geometry and trigonometry can go far beyond the classic problem involving the two areas in basic education, which is the resolution of triangles. Possibilities of using the geometry in the service of Trigonometry, or the Trigonometry in the service of Geometry, are many. There is a tendency to separate them by rigid boundaries, affecting cooperation among the methods and techniques of both areas in solving certain mathematical problems, not necessarily limited to one area, for example, the problems posed in the Olympics. In this paper we show some of these possibilities, working with examples where from a geometric result we obtain certain trigonometric results, or, from a trigonometric result we obtain some geometric result. We also present the solution of some geometric problems using both methods.

The Implementation of Formal Assessments in Intermediate Phase Mathematics at Primary Schools in South Africa

2021 ◽  
Vol 20 (8) ◽  
pp. 300-320
Author(s):  
Senzeni Sibanda ◽  
Awelani M Rambuda
Keyword(s):  
Social Constructivism ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Basic Education ◽  
Intermediate Phase ◽  
Classroom Observation ◽  
Policy Statement ◽  
Mathematical Problems ◽  
Analyse Data ◽  
Observation Tools

The purpose of this research was to explore the implementation of formal assessments in intermediate phase mathematics at primary schools. The research was elicited by reports that assessment methods and procedures for tackling learners’ needs had been observed to be insufficient in South African schools. The study is grounded in Piaget’s cognitive constructivism and Vygotsky’s social constructivism. The researchers conducted document analysis of teachers’ portfolios which were purposefully selected. Nine teachers– three from each of Grades 4 to 6 were sampled. The portfolios were analysed to establish whether the implementation of the formal assessments was aligned with the Curriculum and Assessment Policy Statement requirements. A checklist was used to determine teachers’ implementation of formal assessment. Measures of central tendency were used to analyse data. The results revealed that teachers were not developing the abilities of learners in handling complex mathematical procedures as per the requirements of the policy. This implies that learners lacked the ability to break down mathematical problems into different factors or constituent parts. Learners were given a test instead of a project or investigation. Hence teachers were not promoting cooperative learning which is advocated by the policy. Therefore, teachers should be assisted by knowledgeable colleagues and subject advisors in their adoption and use of assessment. There must be a close examination of the classroom observation tools that are currently being utilised. Classroom observation assists teachers to improve their assessment strategies. The Department of Basic Education should supply tablets to primary schools to promote social constructive interaction amongst teachers and learners to enhance effective teaching and learning.

scholarly journals POTENCIALIDADES DEL MÉTODO DE ENSEÑANZA JAPONÉS DE LAS MATEMÁTICAS EN LA ENSEÑANZA BÁSICA EN PORTOVIEJO

2018 ◽  
Vol 3 (3) ◽  
pp. 27
Author(s):  
José Grismaldo Pico Mieles ◽  
Yamilia Bárbara Cruz Álvarez ◽  
Gabriel García Murillo ◽  
Oscar Santiago Barzaga Sablón
Keyword(s):  
Problem Solving ◽  
Basic Education ◽  
Teaching Method ◽  
Comparative Method ◽  
Teaching Mathematics ◽  
Mathematical Methods ◽  
Theoretical Methods ◽  
Logical Method ◽  
Mathematical Problems ◽  
Simultaneous Implementation

El presente trabajo es un análisis metacognitivo, orientado al empleo de los métodos matemáticos japoneses de solución de problemas matemáticos en los escolares portovejenses. El conjunto de acciones y operaciones que la conforman propicia la implementación simultánea de diversas técnicas, fundamentalmente de naturaleza algorítmica, lógica y heurística para la solución de nuevos problemas. El estudio tiene como objetivo analizar la experiencia de la enseñanza de las matemáticas, según el método japonés e incorporar los aspectos más relevantes ajustados a la realidad de la enseñanza básica en Portoviejo. Los resultados que se exhiben son expresión del empleo de los siguientes métodos teóricos: la abstracción científica, el análisis – síntesis e inducción- deducción, el método histórico-lógico, el método comparativo y la modelación científica. PALABAS CLAVE: Metodología de las matemáticas; solución de problemas matemáticos; solución de problemas; didáctica de las matemáticas. POTENTIALITIES OF THE JAPANESE TEACHING METHOD OF MATHEMATICS FOR THE LEARNING OF MATHEMATICS IN BASIC EDUCATION IN PORTOVIEJO ABSTRACT The present work is a metacognitive analysis, oriented to the use of the Japanese mathematical methods of solving mathematical problems in the students of Portoviejo, by the faculty. The set of actions and operations that make it conducive to the simultaneous implementation of various techniques, fundamentally algorithmic nature, logic and heuristic for the solution of new problems. The aim of the study is to analyze the experience of teaching mathematics, according to the Japanese method, and to incorporate the most relevant aspects adjusted to the reality of basic education in Portoviejo. The results that are displayed are an expression of the use of the following theoretical methods: scientific abstraction, analysis - synthesis and induction - deduction, the historical-logical method, the comparative method and scientific modeling. KEYWORDS: Methodology of mathematics; solving mathematical problems; problem solving; mathematics didactics.

scholarly journals Use of Problem Tasks in Development of Independent Creative Activity of Students

2019 ◽  
Vol 9 (2) ◽  
pp. 4234-4239
Keyword(s):  
Teaching Methods ◽  
Development Process ◽  
Mathematical Thinking ◽  
Creative Activity ◽  
Geometric Problems ◽  
Development Methodology ◽  
Communicative Development ◽  
Mathematical Problems ◽  
Interdisciplinary Relationships ◽  
Independent Thinking

This article was written with the aim of improving the development methodology for students of independent creative activity based on the use of problematic mathematical problems based on the elements of problematic varied mathematical problems, the structure of prognostic and qualimetric parameters based on mathematical thinking is determined, and the assessment of the level of students' creative activity is concretized and systematize the content and organizational structure of the development of creative activities of students according to did to the actual features of problematic mathematical problems and improved priority in interdisciplinary relationships, taking into account their dynamic characteristics, including improving methodological opportunities to increase the level of motivational, sensual - emotional, communicative development of students' creative activities based on the integration of teaching methods aimed at creativity, critical assessment, forecasting , independent thinking, as well as electronic software tools for simple differential equations and geometric problems. And accordingly, to develop scientific and methodological recommendations for improving the development process of students' creative activity based on the integration of interactive and traditional methods aimed at solving problematic mathematical problems.

scholarly journals The Role of Emotional Intelligence as a Mediating Variable in Predicting Intrinsic Motivation in Solving Mathematical Problems among Fourth-Grade Students in the Sultanate of Oman

2021 ◽  
Vol 11 (3) ◽  
pp. 164
Author(s):  
Mohammed Al-Kiyumi ◽  
Asma Hassan Albeloushi
Keyword(s):  
Emotional Intelligence ◽  
Intrinsic Motivation ◽  
Basic Education ◽  
Mathematical Problem ◽  
Fourth Grade ◽  
Internal Consistency Reliability ◽  
Sultanate Of Oman ◽  
Fourth Grade Students ◽  
Mathematical Problems

This study aimed to investigate the role of emotional intelligence as a mediating variable in intrinsic motivation prediction of the ability to solve mathematical problems among fourth-grade students in the Sultanate of Oman.  The study sample consisted of 183 male and female students from six schools of the first cycle of basic education. The study tools are: Goleman's Emotional Intelligence Scale, the Intrinsic Motivation Scale of Lepper, and a mathematical problem-solving test prepared by the researchers. The content validity, and internal consistency reliability of the three tools were measured. The results found a weak and negative correlation between the ability to solve mathematical problems and each of: emotional intelligence, intrinsic motivation, and weak and positive correlation between emotional intelligence and intrinsic motivation. The results of this study also indicated that there is no mediating role for emotional intelligence in predicting intrinsic motivation in the ability to solve mathematical problems.   Received: 24 February 2021 / Accepted: 18 March 2021 / Published: 10 May 2021

scholarly journals Mathematical errors made by high performing candidates writing the National Benchmark Tests

Pythagoras ◽  
2017 ◽  
Vol 38 (1) ◽  
Author(s):  
Carol A. Bohlmann ◽  
Robert N. Prince ◽  
Andrew Deacon
Keyword(s):  
Higher Education ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Level ◽  
Quantitative Literacy ◽  
Entry Level ◽  
Benchmark Tests ◽  
Mathematical Problems ◽  
The Common

When the National Benchmark Tests (NBTs) were first considered, it was suggested that the results would assess entry-level students’ academic and quantitative literacy, and mathematical competence, assess the relationships between higher education entry-level requirements and school-level exit outcomes, provide a service to higher education institutions with regard to selection and placement, and assist with curriculum development, particularly in relation to foundation and augmented courses. We recognise there is a need for better communication of the findings arising from analysis of test data, in order to inform teaching and learning and thus attempt to narrow the gap between basic education outcomes and higher education requirements. Specifically, we focus on identification of mathematical errors made by those who have performed in the upper third of the cohort of test candidates. This information may help practitioners in basic and higher education. The NBTs became operational in 2009. Data have been systematically accumulated and analysed. Here, we provide some background to the data, discuss some of the issues relevant to mathematics, present some of the common errors and problems in conceptual understanding identified from data collected from Mathematics (MAT) tests in 2012 and 2013, and suggest how this could be used to inform mathematics teaching and learning. While teachers may anticipate some of these issues, it is important to note that the identified problems are exhibited by the top third of those who wrote the Mathematics NBTs. This group will constitute a large proportion of first-year students in mathematically demanding programmes. Our aim here is to raise awareness in higher education and at school level of the extent of the common errors and problems in conceptual understanding of mathematics. We cannot analyse all possible interventions that could be put in place to remediate the identified mathematical problems, but we do provide information that can inform choices when planning such interventions.

Digital Approaches to Visualization of Geometric Problems in Wooden Sangaku Tablets

2012 ◽  
pp. 240-253 ◽  
Author(s):  
Jean Constant
Keyword(s):  
Japanese Culture ◽  
Digital Information ◽  
Black And White ◽  
Geometric Problems ◽  
Scientific Representations ◽  
Instructional Use ◽  
Mathematical Problems ◽  
Audience Responses ◽  
Specific Geometry ◽  
Color Scheme

This chapter describes the digitalization process of 19th century scientific representations from the Japanese culture – a set of mathematical problems etched on wooden boards. The object of the demonstration is to apply computing techniques to the creation of artistic statements based on geometrical problems, highlight the dynamics of interaction between art and science, and examine how much both fields enrich the larger discourse and appreciation of Art. The following text describes the steps adopted in a visualization project. First, the data collection included selecting specific geometry problems from various Sangaku wooden tablets and converting them into digital information as a single black and white outline to define shapes, volumes, and textures. The vectorization of the underlying shapes transferred the exact mathematical information onto the virtual canvas. In the next step, the vector outlines were converted into bitmaps. Each individual plate was assigned a specific color scheme to enhance object size, positioning, and dynamic of the composition. At the last stage, vector-based sketches, colorizations, and the monochrome sketches were blended together to complete full color visualization. Finally, the step-by-step development of the creative process was recorded as a QuickTime movie, including an original soundtrack. Discussion refers to the dissemination of the project in art galleries and online, its potential instructional use, and it examines the audience responses.

Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia

2019 ◽  
Vol 1 (1) ◽  
pp. 001-006
Author(s):  
Yopi Andry Lesnussa
Keyword(s):  
Mathematics Education ◽  
Basic Education ◽  
Realistic Mathematics Education ◽  
Learning Methods ◽  
Mathematical Concepts ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Mathematic Education ◽  
The Government

Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning

scholarly journals The resolution of mathematical problems present in the pedagogical practices of the basic education teacher

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Yuretsy Alexandra Reyes- Cáceres ◽  
Dayana Paola Gómez-Barbosa ◽  
Karen Natalia Patiño-Contreras ◽  
Raúl Prada-Núñez
Keyword(s):  
Learning Strategies ◽  
Basic Education ◽  
Pedagogical Practices ◽  
Future Research ◽  
Private Institutions ◽  
Self Reflection ◽  
National Education ◽  
Problem Situations ◽  
Mathematical Problems ◽  
Problem Solving Process

This article is the result of a research that aims to analyze the pedagogical practices of teachers and in particular to investigate the presence and promotion of mathematical processes proposed by the Ministry of National Education of Colombia. This report focuses on the process of formulating and solving mathematical problems, considering all aspects of pedagogical practices framed in the teaching framework such as planning and preparation of classes, learning environments, learning strategies and professional responsibilities. Each of these is considered a fundamental pillar for the process of self-reflection and improvement of teachers in the classroom. As for the adopted methodology, it adjusts to the characteristics of the quantitative approach, at a descriptive level with a field design. The members of the sample are a group of 80 teachers who work in public or private institutions in Cúcuta and its metropolitan area. A questionnaire was applied that has been validated and consists of 9 items that correspond to the problem-solving process and 34 items correspond to the block of pedagogical practices that are evaluated using a five-level Likert scale. The results found allow us to highlight that 83.6% of the teachers’ state that when planning their classes, they pose problem situations using different types of support and identifying what their students are expected to learn. Based on the analysis of pedagogical practices, it is intended to answer in future research the questions: What is the mathematical process that teachers promote in the classroom? What aspects do teachers take into account when planning the class with respect to the mathematical processes. These concerns arise as a complement to the result of this research, since it is of the utmost importance that the teacher potentiates each of the mathematical processes.

scholarly journals Skills of creative thinking and mathematical communication suitable for the students of the second cycle of basic education

2019 ◽  
Vol 3 (18) ◽  
Author(s):  
Salem Ahmed Saif Al Rashedi
Keyword(s):  
Creative Thinking ◽  
Basic Education ◽  
Relative Weight ◽  
Thinking Skills ◽  
Mathematical Representation ◽  
Mathematical Communication ◽  
Sports Communication ◽  
Engineering Problems ◽  
Mathematical Problems ◽  
Innovative Thinking

The present study aimed to prepare a list of the skills of creative thinking and mathematical communication suitable for the students of the second cycle of basic education. The current research used the descriptive approach to suit the objectives of the study. The researcher relied on identifying these skills on previous studies and research related to the current research subject. Studies and examination so that the researcher to formulate a questionnaire, and the researcher through his analysis of those studies to prepare a questionnaire skills required for both innovative thinking and sports communication, and included the identification of innovative thinking skills (The creation of innovative solutions to some engineering problems- the production of geometric shapes- the identification of steps to solve engineering problems- the discovery of new mathematical relations- the solution of mathematical problems in a non- stereotyped manner), and the skills of communication sports three main skills (reading symbols- Mathematical Representation- Mathematical Representation). The importance and relative weight and the value of Ka2 were calculated on the skills of creative thinking and mathematical communication. In light of these results, the research recommended a set of recommendations and suggestions.

scholarly journals Mendesain Soal Berbasis Masalah untuk Kemampuan Berpikir Kritis Matematis Calon Guru

2020 ◽  
Vol 9 (2) ◽  
pp. 239-250
Author(s):  
Ekasatya Aldila Afriansyah ◽  
Tatang Herman ◽  
Turmudi Turmudi ◽  
Jarnawi Afgani Dahlan
Keyword(s):  
Critical Thinking ◽  
Prospective Teachers ◽  
Prospective Teacher ◽  
Practical Problem ◽  
Basic Education ◽  
Learning Material ◽  
Mathematical Concepts ◽  
A Value ◽  
Teacher Students ◽  
Mathematical Problems

AbstrakMahasiswa calon guru yang memiliki kemampuan berpikir kritis matematis diharapkan dapat memecahkan permasalahan yang berkaitan dengan konsep matematika ataupun konsep didaktiknya. Fokus keterampilan berpikir kritis matematis pada mahasiswa calon guru adalah kemampuan untuk mengidentifikasi permasalahan, mencari strategi, melakukan refleksi kembali, dan menganalisis permasalahan matematika. Penelitian ini bertujuan untuk mendesain soal berbasis masalah yang valid dalam meningkatkan kemampuan berpikir kritis matematis mahasiswa calon guru dalam berbagai materi pendidikan menengah. Penelitian ini mengambil jenis penelitian pengembangan, terdiri dari studi literatur, observasi, dan pengembangan soal. Kesimpulan dari penelitian ini hasil validasi expert menunjukan nilai validitas muka 80,35% dan nilai validitas isi 86,85%. Hal ini berarti soal-soal berbasis masalah untuk meningkatkan keterampilan berpikir kritis matematis dapat digunakan sebagai bahan pembelajaran dalam mata kuliah Kapita Selekta Matematika Pendidikan Dasar 1 untuk mahasiswa calon guru. AbstractProspective teacher students who can think critically mathematically are expected to be able to solve problems related to mathematical concepts or didactic concepts. The focus of mathematical critical thinking abilities on prospective teacher-students is the ability to identify problems, find strategies, reflect, and analyze mathematical problems. This study aims to design a valid and practical problem-based activity question to improve students' mathematical critical thinking abilities of prospective teachers in various secondary education materials. This research takes the type of Research and Development, consisting of a study of literature, observation, and development of questions. The conclusion from this study the results of expert validation showed an advance validity value of 80.35% and a value of content validity of 86.85%. This means that problem-based activity questions to improve mathematical critical thinking abilities can be used as learning material in the Kapita Selekta Mathematics Basic Education 1 course for prospective teacher students. 

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