Spinning the Cube with Technologies

2019 ◽  
Vol 112 (7) ◽  
pp. 551-554
Author(s):  
Lingguo Bu
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Teaching Experiment ◽  
Mathematical Tasks ◽  
Classroom Teaching ◽  
Sense Making ◽  
Pedagogical Issues ◽  
The Rich ◽  
Physical Manipulation

The rise of dynamic modeling and 3-D design technologies provides appealing opportunities for mathematics teachers to reconsider a host of pedagogical issues in mathematics education, ranging from motivation to application and from visualization to physical manipulation. This article reports on a classroom teaching experiment about cube spinning, integrating traditional tools, GeoGebra (www.geogebra.org), and 3-D design and printing technologies. It highlights the rich interplay between worthwhile mathematical tasks and the strategic use of diverse technologies in sustaining sense making and problem solving with a group of prospective teachers.

scholarly journals EXPLORING THE USEFULNESS OF RICH MATHEMATICAL TASKS TO ENHANCE STUDENTS’ REFLECTIVE THINKING

2020 ◽  
Vol 39 (2) ◽  
pp. 346-358
Author(s):  
Fitriati Fitriati ◽  
Rita Novita ◽  
Rahmah Johar
Keyword(s):  
Junior High School ◽  
Reflective Thinking ◽  
Teaching Practice ◽  
Teaching Experiment ◽  
Mathematical Tasks ◽  
Thinking Ability ◽  
The Rich ◽  
Based Instruction ◽  
Rich Tasks

Promoting reflective thinking in daily teaching practice is vital to prepare students to live in a more challenging world. Rich tasks are one of the promising tasks that could be used as pedagogy trend to develop students' reflective thinking. Therefore, the purpose of this study is to describe the usefulness of rich mathematical tasks including how teachers use them in their teaching practice and the improvement of students’ reflective thinking following the rich tasks based instruction. This study employed a teaching experiment within a case study design. Participants were 28 Year 7 students of one the junior high school in Aceh, Indonesia. The instrument of the study is three valid and reliable rich mathematical tasks administered to the students through student worksheet. The results of the study show that rich tasks provided students with the opportunity to solve real-world problems by questioning their understanding and thinking reflectively. It also found that most students in the classroom were able to achieve the low level of reflective thinking with classroom mean score is 60. This value fairly enough since reflective thinking is a complicated concept. Subsequently, the results indicate the rich mathematical tasks approach hold potential in enhancing students’ reflective thinking ability.

scholarly journals A Trajectory for Advancing the Meta-Cognitive Solving of Mathematics-Based Programming Problems with Scratch

Symmetry ◽  
2020 ◽  
Vol 12 (10) ◽  
pp. 1627
Author(s):  
Wajeeh Daher ◽  
Nimer Baya’a ◽  
Otman Jaber ◽  
Juhaina Awawdeh Shahbari
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Cognitive Processes ◽  
Prospective Teachers ◽  
Cognitive Skills ◽  
Theoretical Models ◽  
Research Results ◽  
Inductive Constant ◽  
Negotiation Processes ◽  
One Year

It is the intention of the current study to suggest a trajectory for the advancement of prospective mathematics teachers’ use of meta-cognitive skills in solving mathematics-based programming problems with Scratch. Scratch is a code-based program that can be utilized in teaching various disciplines, especially geometry and its rich range of subjects such as the topic of symmetry. The present study suggests that advancing prospective teachers’ meta-cognitive skills in the Scratch environment could be done through problem solving and negotiations. The present paper analyzed the implementation of the trajectory by two pedagogic supervisors who attempted, in the frame of one-year preparation (2018–2019), to educate 18 prospective teachers to use meta-cognitive skills in mathematics-based programming activities, where this attempt was based on problem solving and negotiation processes. Data were collected through videoing and recording the learning sessions of the prospective teachers and was analyzed using deductive and inductive constant comparison methods. The deductive analysis utilized theoretical models of meta-cognitive processes and negotiation processes. The research results indicated that the negotiation processes supported the development of the prospective teachers’ meta-cognitive processes in solving mathematics-based programming problems with Scratch.

scholarly journals MENUMBUHKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA MELALUI MODEL BELAJAR PBL BERBASIS RICH TASK MATEMATIKA

Numeracy ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 20-34
Author(s):  
Fitriati Fitriati ◽  
Marlaini Marlaini
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Junior High Schools ◽  
Mathematical Tasks ◽  
Problem Solving Skills ◽  
Learning Mathematics ◽  
Banda Aceh ◽  
Rich Tasks

Problem solving skills are essential skill for students to live in a challenging world. Teachers are required to carry out the mathematics instruction that could train these skills. One of the learning models that can be used is problem based learning (PBL) with rich mathematical tasks. Therefore, the purpose of this study is to apply the PBL-based Rich Tasks model to develop students' problem solving skills. This study used one-shot case study experimental design involving 21 grade 9 students from one of the junior high schools in Banda Aceh. The results showed that PBL with Rich Mathematical Tasks was able to develop students' problem solving skills with an average achievement before treatment (pre-test) equal to 2.92 which then improve after treatments given with the score equal to  70.82. In addition, the score of each of the end lesson tests also risen   with  62.14 for PB1 and  67.75 for PB2. This improvement was gained because the PBL with rich tasks approach has the potentials to facilitate student learning mathematics. Teachers are advised to use the PBL with rich tasks approach continuously in the daily mathematics instruction, so that students’ problem solving skills can be  improved in the future. Abstrak Keterampilan pemecahan masalah merupakan skil penting yang harus dimiliki peserta didik agar dapat hidup bertahan dalam dunia yang penuh dengan tantangan. Untuk itu guru dituntut agar mampu melaksanakan proses pembelajaran matematika yang dapat melatih keterampilan tersebut. Salah satu model pembelajaran yang dapat digunakan adalah model belajar PBL berbasis Rich Tasks Matematika. Oleh karena itu tujuan penelitian ini adalah untuk menerapkan model PBL berbasis Rich Tasks untuk menumbuhkembangkan keterampilan pemecahan masalah siswa. Penelitian ini menggunakan desain eksperimen one-shot case study yang melibatkan 21 siswa kelas IX dari salah satu sekolah menengah pertama di Banda Aceh. Hasil penelitian menunjukkan bahwa PBL berbasis Rich Tasks mampu mengembangkan keterampilan pemecahan masalah siswa, dengan rata-rata nilai tes awal sebesar 2.92  yang meningkat pada tes akhir dengan nilai rata-rata sebesar 70.82. Begitu juga dengan nilai tes matematika di akhir setiap pertemuan  terus meningkat yaitu 62,14 (P1) dan 67.75 (PB2). Hal ini disebabkan karena model PBL berbasis rich tasks sangat potensial dalam memfasilitasi siswa belajar. Guru disarankan untuk terus dapat menggunakan rich tasks secara kontinue dalam proses pembelajaran matematika sehari-hari, sehingga keterampilan pemecahan masalah siswa dapat ditingkatkan dimasa yang akan datang.   Kata Kunci: Rich Tasks, PBL, Keterampilan Pemecahan Masalah, Pembelajaran Matematika

Com Quantos Adjetivos se Descreve uma Atividade Matemática?

2018 ◽  
Vol 10 (3) ◽  
pp. 186
Author(s):  
Leonardo Barichello ◽  
Rita Santos Guimarães
Keyword(s):  
Factor Analysis ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Real Life ◽  
Mathematical Tasks ◽  
Policy Makers ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
Huge Variety

Tomando como ponto de partida o fato de que atividades matemáticas são descritas em livros didáticos, documentos oficiais e artigos acadêmicos por uma gama variada de adjetivos e que não há consenso acerca do significado destes, este artigo tem o objetivo de analisar como professores de matemática descrevem atividades para a sala de aula. Trata-se da replicação de uma pesquisa conduzida com professores de matemática britânicos. Nossos dados foram coletados via questionário eletrônico, no qual professores avaliaram o quão bem 88 adjetivos e expressões descreviam uma atividade matemática escolhida por eles. Esses dados foram analisados por meio de uma análise fatorial exploratória que identificou sete fatores independentes subjacentes aos dados. São eles: Efetividade, Rotina, Exigência, Abstração, Contextualização, Inovação e Interação. Além de uma discussão sobre cada um dos fatores, também são discutidas as semelhanças e diferenças em relação aos resultados obtidos na pesquisa britânica. Espera-se que este resultado ajude a informar o diálogo entre as várias partes envolvidas no ensino de matemática. Além disso, também se discute a relação identificada entre a expressão “resolução de problemas” e o fator Contextualização. Contrariando o que é sugerido em documentos oficiais, nossa análise indica que os professores de matemática no Brasil associam “resolução de problemas” com questões relacionadas a contextos reais e aplicados em detrimento de contextos matemáticos abstratos. Independentemente do motivo por trás dessa associação, este resultado aponta para a necessidade de melhora da comunicação entre políticas públicas e professores de matemática.Palavras-chave: Atividades Matemáticas. Adjetivos. Análise Fatorial. Resolução de Problemas. Contextualização.AbstractConsidering that mathematical tasks are described in textbooks, official documents and academic articles using a huge variety of adjectives and that there is no consensus around their meanings, this paper analyses how mathematics teachers describe such tasks. In order to do so, we replicated a study conducted with British mathematics teachers. The data was collected through online questionnaires in which teachers graded in a Likert scale how well 88 adjectives and expressions were fit as a description of a mathematical task chosen by them. The data were analysed using exploratory factor analysis and we identified seven independent factors, namely: Efetividade, Rotina, Exigência, Abstração, Contextualização, Inovação and Interação. Besides a discussion of each factor, we also discuss the similarities and differences between ours and the British results. It is expected that this result can inform the dialogue in the field of mathematics teaching and learning. Furthermore, we discuss in this paper a relationship between the expression problem-solving and the factor Contextualization. Differently to what is suggested in official documents, our analysis indicate that Brazilian mathematics teachers are associating problem solving with contextualized, applied, real life questions to a larger extent than with abstract, mathematical contexts. Aside the reasons behind this association, this result points to the need of improving the communication between policy makers and mathematics teachers.Keywords: Mathematical Tasks. Adjectives. Factor Analysis. Problem-Solving. Context-Based.

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
2021 ◽  
Author(s):  
Gemma Carotenuto ◽  
Pietro Di Martino ◽  
Marta Lemmi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Problem ◽  
Critical Issue ◽  
Mathematical Problem Solving ◽  
Sense Making ◽  
Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

scholarly journals Online and face-to-face role-play simulations in promoting social work students’ argumentative problem solving

2013 ◽  
Vol 8 (1) ◽  
pp. 6-40 ◽  
Author(s):  
Kati Vapalahti ◽  
Miika Marttunen ◽  
Leena Laurinen
Keyword(s):  
Social Work ◽  
Problem Solving ◽  
Social Issues ◽  
Role Play ◽  
Social Work Students ◽  
Teaching Experiment ◽  
Face To Face ◽  
Quasi Experimental ◽  
Alcohol And Drug Abuse ◽  
Role Play Simulation

This paper reports on a teaching experiment in which social work students (n=38) practiced problem solving through argumentative tasks. A teaching experiment was carried out at a Mikkeli University of Applied Sciences in Finland in connection with a course concerning preventative work against alcohol- and drug abuse. This quasi- experimental study investigated whether role-play simulation conducted either online (15 students) or face-to-face (14 students) improved students’ problem solving on social issues. As a pre-test, the students wrote an essay after having watched a dramatization of problematic cases on elderly people’s use of alcohol. The students also attended lectures (30 x 45 min) on the effect of substance abuse and preventive work, and after the role-play simulation they wrote another essay (post-test). Nine controls wrote an essay without participating in the role-play simulation. Lastly, the students filled out feedback questionnaires.

scholarly journals Children’s Perceptions of Tests: A Content Analysis Gokce Bulgan 10.12973/eu-jer.7.2.159 Pages: 159-167 The Relationships between Quality of Work Life, School Alienation, Burnout, Affective Commitment and Organizational Citizenship: A Study on Teachers Huseyin Akar 10.12973/eu-jer.7.2.169 Pages: 169-180 Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories Kadriye Kayacan 10.12973/eu-jer.7.2.181 Pages: 181-187 Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study Hakan Sarac 10.12973/eu-jer.7.2.189 Pages: 189-202 The Analysis of Kutadgu Bilig in Terms of Values Education Aysegul Tural 10.12973/eu-jer.7.2.203 Pages: 203-209 Investigating the Resilience Levels of Parents with Children with Multiple Disabilities Based on Different Variables Sinem Kadi, Muzeyyen Eldeniz Cetin 10.12973/eu-jer.7.2.211 Pages: 211-223 Examination of Postgraduate Theses on History Textbooks in Turkey in Terms of Some Variables Eray Alaca 10.12973/eu-jer.7.2.225 Pages: 225-232 Influences of Technology Integrated Professional Development Course on Mathematics Teachers Umit Kul 10.12973/eu-jer.7.2.233 Pages: 233-243 The Book of My Dreams Hatice Degirmenci Gundogmus 10.12973/eu-jer.7.2.245 Pages: 245-249 Student Definitions of Intercultural Competence (IC)- Are They Context-Specific? Nadine Binder, Ozen Odag, Anne Leiser, Lisa Ludders, Karina Karolina Kedzior 10.12973/eu-jer.7.2.251 Pages: 251-265 Investigation of the Visuals Associated with the National identity in Turkish Republic Revolution History and Kemalism Textbooks Mehmet Elban 10.12973/eu-jer.7.2.267 Pages: 267-279 The Interplay of Emotional Instability and Socio-Environmental Aspects of Schools during Adolescence Alexander Lätsch 10.12973/eu-jer.7.2.281 Pages: 281-293 Problems of Gifted and Talented Students Regarding Cursive Handwriting: Parent Opinions Hatice Kadioglu Ates 10.12973/eu-jer.7.2.295 Pages: 295-301 A Study of Curriculum Literacy and Information Literacy Levels of Teacher Candidates in Department of Social Sciences Education Serhat Sural, Nurhak Cem Dedebali 10.12973/eu-jer.7.2.303 Pages: 303-317 Why Should Bilingualized Dictionary of Turkish Be Used in Teaching Turkish as a Foreign Language? Sami Baskin 10.12973/eu-jer.7.2.319 Pages: 319-327 Alternative Observation Tools for the Scope of Contemporary Education Supervision: An Action Research Saadet Kuru Cetin 10.12973/eu-jer.7.2.329 Pages: 329-340 The Reflection of Neoliberal Economic Policies on Education: Privatization of Education in Turkey Arslan Bayram 10.12973/eu-jer.7.2.341 Pages: 341-347 Exploring Prospective Teachers’ Reflections in the Context of Conducting Clinical Interviews Rukiye Didem Taylan 10.12973/eu-jer.7.2.349 Pages: 349-358 Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers Ozlem Ates, Gul Unal Coban, Serap Kaya Sengoren 10.12973/eu-jer.7.2.359 Pages: 359-372 Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers Tuba Aydogdu Iskenderoglu 10.12973/eu-jer.7.2.373 Pages: 373-385 The Effect of 7E Learning Model on Conceptual Understandings of Prospective Science Teachers on "de Broglie Matter Waves" Subject

2018 ◽  
Vol 7 (2) ◽  
Keyword(s):  
Science Teachers ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Intercultural Competence ◽  
Teacher Candidates ◽  
Affective Commitment ◽  
Educational Process ◽  
Quality Of Work Life ◽  
Emotional Instability ◽  
Turkish Republic

scholarly journals Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity

2020 ◽  
Vol 9 (3) ◽  
pp. 243
Author(s):  
MEHMET FATIH ÖÇAL ◽  
TUĞRUL KAR ◽  
GÜRSEL GÜLER ◽  
ALI SABRI İPEK
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Dynamic Geometry ◽  
Thinking Skills ◽  
Problem Posing ◽  
Dynamic Geometry Environment ◽  
Mathematical Concepts ◽  
Prospective Mathematics Teachers

This study aims to investigate the similarities and differences between prospective mathematics teachers’ creative thinking skills in paper-pencil test and on a Geogebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra’s main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were; (i) lack of problem-posing experience, (ii) the structure of problem-posing activity, and (iii) prospective teachers’ mathematical content knowledge.

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