Telegraphic Reviews

1982 ◽  
Vol 13 (3) ◽  
pp. 239-240
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Conference Proceedings ◽  
Mathematics Learning ◽  
Spatial Visualization ◽  
British Council ◽  
Local Schools ◽  
University Of Technology ◽  
Education Centre ◽  
The University

The Mathematics Education Centre (MEC) is a successor of the Mathematics Learning Project and was funded by the British Council in 1978 and 1979 and by the University of Technology since 1980. The MEC supports educational research at all levels and provides assistance to local schools. The papers presented at their first conference include reports on spatial visualization, attitudes, problem solving, calculators, measurement, language factors, computers, algebra, and several other topics. The conference proceedings include a nearly complete list of MEC reports on special topics of interest to mathematics education researchers.

PENERAPAN METODE SCAMPER DALAM MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI MOTIVASI MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA

2020 ◽  
Vol 4 (2) ◽  
pp. 43
Author(s):  
Tahir Tahir ◽  
Murniati Murniati
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Average Increase ◽  
Learning Methods ◽  
Problem Solving Skills ◽  
Tertiary Institutions ◽  
Study Programs ◽  
University Level ◽  
General Goals ◽  
The University

This research is based on learning in tertiary institutions which requires more active, independent and creative learners. of the importance of using appropriate learning methods in mathematics learning at the university level. SCAMPER is a technique that can be used to spark creativity and help overcome challenges that might be encountered in the form of a list of general goals with ideas spurring questions. This research aims to develop students' problem solving skills using the SCAMPER method in terms of student motivation. The population in this study were all semester V students of mathematics education study programs, which were also the research samples. From the analysis of the data it was found that the SCAMPER method was better in developing students' problem solving abilities with an average increase of 0.52 compared to conventional methods with an average increase of 0.45. In addition there is a difference between improving students' problem solving abilities when viewed from their motivation. But there is no interaction between motivational factors and learning methods.

scholarly journals E-Learning of Mathematics- A New Trend of Learning in 21st Century During Covid-19 Pandemic

2021 ◽  
Vol 9 (12) ◽  
pp. 736-739
Author(s):  
Reenu Kumari
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Mathematics Learning ◽  
Mathematical Activity ◽  
Online Mode ◽  
Mathematical Problems ◽  
Private And Public ◽  
E Learning

Abstract: The goal of this study is to highlight current breakthroughs in digital technology research in the subject of mathematics education. The Covid-19 outbreak in 2020 turned both private and public life on its head. Higher education institutions all across the world were forced to switch their teaching and learning online on very short notice. As a result, many types of software like Google Meet, MS teams, Zoom and WebEx, etc. have been developed to help teachers and students communicate more effectively. Problem-solving is a characteristic of mathematical activity and an essential component of the development of mathematical and analytical skills. The capacity to answer a broad variety of complicated mathematical problems is a major goal of mathematics education and learning. However, the process of problem-solving in online mode has not received the attention it deserves, because many professors are uncomfortable with it. As a result, problemsolving as a method and skill is not taught as an intrinsic component of the mathematics learning process by instructors. Qualitative methodology is a technique used for this study. The purpose of this study is to reveal the roles and significance of mathematics teaching and learning via the use of technology applications (E-learning). Keywords: Mathematics, COVID-19, E-learning, Education

A Teacher's Journal: Large-Scale Family Math Nights: A Primer for Collaboration

2004 ◽  
Vol 10 (5) ◽  
pp. 254-257
Author(s):  
Joan Yares Schussheim
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Learning Environments ◽  
Large Scale ◽  
Mathematics Learning ◽  
Concept Development ◽  
Learning Mathematics ◽  
Mathematics Games ◽  
New Challenges ◽  
Risk Takers

NCTM's vision for mathematics in the new millennium includes an invitation to parents to become partners in the mathematics education of their children (NCTM 2000). Encouraging families to become problem-solving risk takers as they turn daily mathematics moments into mathematics events, to establish learning environments at home, and to informally work together on mathematics games and concept development are positive goals for all educators. The purpose of our school's Family Math Night is to provide a friendly, nonthreatening environment for teachers to initiate a dialogue, demystify a subject, and share new challenges; the event is about mathematics learning, mathematics sharing, and having fun with mathematics.

scholarly journals Early Mathematics Learning and Teaching in Chinese Preschools: A Content Analysis of Teaching Reference Books for Preschool Teachers

Mathematics ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 10
Author(s):  
Jin Sun ◽  
Han Qin ◽  
Kerry Lee ◽  
Alfredo Bautista ◽  
Qiaoping Zhang
Keyword(s):  
Content Analysis ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Learning ◽  
Real Life ◽  
Mathematical Concepts ◽  
Early Mathematics ◽  
Learning And Teaching ◽  
Leading Role ◽  
Major Teaching

Since the 1980s, Chinese children have consistently been found to perform well in mathematics in cross-national studies of academic achievement. This study is one of the first to systematically examine Chinese children’s early mathematics learning experiences through a content analysis of eight sets of preschool teacher’s teaching reference books that are commonly used in China. A total of 2038 mathematics activities were selected from these classic teaching reference books and analyzed in terms of (i) suggested teaching approaches, (ii) the mathematical concepts covered, and (iii) their integration of a problem-solving component. The results showed that early mathematics teaching in Chinese preschools emphasize the mastery of key mathematical concepts and skills, while less attention is paid to the application of these key concepts in real-life and non-routine problem-solving settings. Collective teaching was found to be the major teaching mode for early mathematics activities in Chinese preschools, with teachers playing a leading role in the collective teaching activities described in the reference books. However, the teacher’s role is not described in detail in the learning corner activities, and few activities were found to integrate a problem-solving component. The implications of these findings for early mathematics education and the need for a more comprehensive review of mathematics education from the pre-primary to secondary stages are discussed.

PENINGKATAN KEMAMPUAN MATEMATIS SISWA MELALUI PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK

2020 ◽  
Vol 2 (2) ◽  
pp. 145-165
Author(s):  
Erna Sari Agusta
Keyword(s):  
High School Students ◽  
Mathematics Education ◽  
Problem Solving ◽  
Junior High School ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Mathematical Connections ◽  
Realistic Mathematics

In general, junior high school students learn mathematics with an inductive pattern. However, the statements in mathematics are obtained through a deductive mindset. Therefore we need a learning approach that can accommodate students' thinking patterns. Mathematics adheres to the law of consistency which causes the structure of material in mathematics to be hierarchically arranged, interrelated, and has characteristics that have implications for determining strategies, approaches and the use of learning media. This article aims to review the theory of the Realistic Mathematics Education Approach (PMR). An approach that can make students involved in building their own concepts and models used through problem solving. The PMR discussion begins with the definition of PMR, the principles and characteristics of PMR, and the contribution of PMR in learning mathematics. Writing this article uses the literature review method which consists of books, journal articles, and other documents related to the topic of discussion. The results of the study found that Realistic Mathematics Education (PMR) is a mathematics learning innovation that is in accordance with the 2013 curriculum.The use of contexts and models, as well as the use of student contributions through discussions to discuss various linkages between mathematics material, makes this approach able to contribute to improving five general mathematical abilities. which includes: the ability to understand mathematics, problem solving, mathematical connections, mathematical communication, and mathematical reasoning.

Campus school project as an example of cooperation between the University of Potsdam and schools

2019 ◽  
pp. 129-141
Author(s):  
Ana Kuzle
Keyword(s):  
Preservice Teachers ◽  
Mathematics Education ◽  
Teacher Training ◽  
Problem Solving ◽  
Primary Education ◽  
School Settings ◽  
School Project ◽  
First Results ◽  
The University ◽  
University Teacher Training

The “Campus School Project” is a part of the “Qualitätsoffensive Lehrerbildung” project, whose aim is to improve and implement new structures in the university teacher training by bringing all the essential protagonists, namely university stuff, preservice teachers, and in-service teachers – together, and having them work jointly on a common goal. The department of primary mathematics education at the University of Potsdam has been a part of the Campus School Project since 2017. Thus far several cooperations emerged focusing on different aspects of problem solving in primary education. Here, I give an overview of selected cooperations, and the first results with respect to problem-solving research in different school settings.

scholarly journals PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH

2019 ◽  
Vol 7 (1) ◽  
pp. 19
Author(s):  
Hasyim As’ari
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Wilcoxon Test ◽  
Mathematical Problem Solving ◽  
Learning Module ◽  
Post Test ◽  
Problem Solving Strategies ◽  
Math Problems

<p>Prospective math teachers should be able to master basic skills in doing math problems. One of the skills in doing mathematics is the ability to solve math problems. However, in fact students of Mathematics Education Study Program of Pekalongan University Semester 4 as math teacher candidate is still lacking in problem solving ability. Besides iu, teaching materials that contain mathematical problem solving strategies are also not available so in learning the problem-solving ability is still lacking.</p><p>In this study developed a problem-based mathematics learning module in which contains problem-solving strategies. This research aims to: 1) acquire and describe modules that fit the needs of the 4th semester students of Mathematics Education, 2) produce mathematical problem solving modules, 3) produce appropriate problem-based math learning modules and 4) produce effective modules to improve capability mathematical problem solving on semester 4 students. This development research using the development model Thiagarajan et al. The steps undertaken in this research and development are defining, designing and developing.</p><p>Based on the result of the research, the description and design of the module according to the problems of the students of Mathematics semester 4. Meanwhile, the total aspect of all validator is 4.175. According to the validation criteria makka can be concluded that the developed learning module included in the category valid. This means that the developed learning media is valid. Meanwhile, based on the test in the afternoon class, obtained some input which is then refined to then be used in trials in the morning class students. Based on pre test and post test results, both data were analyzed using wilcoxon test yielding Z<em><sub>obs</sub></em> of -3.399. Based on the right-side test criteria, the result of the decision is that the average post test score is higher than the average pre test value. This means that the modules are developed effectively for use in Mathematics Education students semester 4.</p>

scholarly journals KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS VIII SMP MENGGUNAKAN PENDEKATAN MATEMATIKA REALISTIK INDONESIA

2020 ◽  
Vol 3 (1) ◽  
pp. 45-51
Author(s):  
Rani Refianti ◽  
Putriana Putriana ◽  
Elya Rosalina
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Test Score ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Test Technique ◽  
Realistic Mathematics ◽  
Post Test ◽  
Mathematical Problems ◽  
Data Collection Technique

This study aims to determine the ability of students to solve mathematical problems in mathematics learning using the Indonesian Realistic Mathematics Education Approach (PMRI). The data collection technique used the test technique which was analyzed using the t-test at the significant level α = 5%. From the results of the post-test students' problem solving abilities with indicators of understanding the problem by 93% were in the very good category, the indicators of making a completion plan were 73% in the good category, the indicators of implementing the plan were 65% in the good category and the indicators of checking the results were 25 % with less category. After participating in learning using the Indonesian Realistic Mathematics Education Approach (PMRI) the average post-test score was 70.35 with 5 excellent students, 12 good students and 6 good enough students.

scholarly journals Kolaborasi Pendekatan Pembelajaran Matematika Problem Solving, Pendekatan Pembelajaran Matematika Realistik dan Pendekatan Pembelajaran Matematika Open-Ended

2018 ◽  
Vol 16 (2) ◽  
pp. 187-204
Author(s):  
Mutijah Mutjah
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Literature Review ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Mathematics Students ◽  
Mathematical Learning ◽  
Flexible Approach ◽  
Realistic Mathematics ◽  
Open Issue

Abstract: Every approach to mathematics learning must have specific characteristics. Problem solving mathematics learning Approached has specific characteristics that issue or question presented must have more than one way to get a correct answer. to Realistic mathematics learning approached (PMR, Ina red) or often called Realistic Mathematics Education (RME) has the characteristic that the learning of mathematics students are taken in the direction that is close to everyday life. Open-Ended Mathematical Learning approached has characteristic that in learning math presented problems required an open issue. The results of a literature review of the three approaches of mathematics learning at the elementary school (SD) can be applied the collaboration between problem solving mathematics learning approached and realistic mathematics approached. Collaboration between realistic mathematical approached and Open-Ended mathematics approached can also be applied. However, based on the specific characteristics of problem solving mathematics learning approached and openended mathematics learning approached so they both can not be collaborated. Among the three approaches of mathematics learning, the more flexible approach to be collaborated is realistic mathematics learning aproached. Keywords: Problem Solving Mathematical Learning Approached, Realistic Mathematics Learning Approached, Open-Ended Mathematics Learning Approached, Collaboration

scholarly journals Mathematics Learning Which Include with Character Values (Based on Findings at Guangxi Normal University and UNNES)

2019 ◽  
Author(s):  
Hardi Suyitno ◽  
Rochmad Rochmad ◽  
Endang Sugiharti ◽  
Amin Suyitno ◽  
Guo Yuanbing
Keyword(s):  
Mathematics Education ◽  
Learning Process ◽  
Mathematics Teacher ◽  
Mathematics Learning ◽  
Mathematical Tasks ◽  
Study Program ◽  
Fields Of Study ◽  
Education Study ◽  
Normal University ◽  
The University

Character values need to be given to students from elementary school to university. These character values can be integrated into the learning process for all fields of study, including Mathematics. The problem: How do you teach a mathematics teacher or lecturer in the Mathematics Education Study Program to integrate character values in the learning process? This study involved partner lecturer, namely Prof. Guo Yuanbing from Guangxi Normal University. As a result, tips were obtained if a lecturer wanted to integrate character values in the learning process. The tips: (1) Lecturers provide exemplary attitudes, speaks, and actions that reflect noble character. (2) Lecturers provide information to students about the character values developed by the university. (3) Lecturers insert the character values on mathematical tasks. (4) Lecturers are strongly advised to evaluate the growth of character values in students. Suggestion: Universities should provide regulations on the need for lecturers to evaluate the emergence of student character values.

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