Alice in the Real World

2012 ◽  
Vol 17 (7) ◽  
pp. 410-416 ◽  
Author(s):  
Tom Parker
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Mathematical Problem ◽  
Computer Application ◽  
Mathematical Problem Solving ◽  
The Real ◽  
Programming Knowledge

A computer application promotes programming knowledge and allows students to create their own worlds through mathematical problem solving.

Technology Tips: A Mathematical Look at a Free Throw Using Technology

1996 ◽  
Vol 89 (9) ◽  
pp. 774-779
Author(s):  
Charles Vonder Embse ◽  
Arne Engebretsen
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Mathematics Curriculum ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Mathematical Concepts ◽  
Evaluation Standards ◽  
Free Throw ◽  
Problem Situations ◽  
Real World Problem

Technology can be used to promote students' understanding of mathematical concepts and problem-solving techniques. Its use also permits students' mathematical explorations prior to their formal development in the mathematics curriculum and in ways that can capture students' curiosity, imagination, and interest. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) recommends that “[i]n grades 9–12, the mathematics curriculum should include the refinement and extension of methods of mathematical problem solving so that all students can … apply the process of mathematical modeling to real-world problem situations” (p. 137). Students empowered with technology have the opportunity to model real-world phenomena and visualize relationships found in the model while gaining ownership in the learning process.

scholarly journals HUBUNGAN ANTARA PRESTASI BELAJAR DAN TINGKAT KECEMASAN MATEMATIKA PADA MAHASISWA CALON GURU SD/MI

2017 ◽  
Vol 5 (2) ◽  
pp. 120 ◽  
Author(s):  
Ifada Novikasari
Keyword(s):  
Problem Solving ◽  
Mathematics Anxiety ◽  
Mathematical Problem ◽  
Real Life ◽  
Mathematical Ability ◽  
Mathematical Problem Solving ◽  
High Anxiety ◽  
Learning Achievement ◽  
The Real ◽  
And Mathematics

Mathematics anxiety has been recognized as a feeling depressed and anxious when it deals with the manipulation of numbers and mathematical problem solving in the real life and the academic situations. The anxiety tend to occur in someone with low mathematical ability. That is, individuals with low mathematics anxiety more comfort to solve the problem than someone who has high anxiety. It is interesting to examine, because it will be proved whether there is a relationship between learning achievement and mathematics anxiety

scholarly journals Realistic Mathematics Education (RME) untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa di Indonesia

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 450-462
Author(s):  
I Wayan Widana ◽  
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Effect Size ◽  
Mathematical Problem ◽  
Learning Model ◽  
Medium Effect ◽  
Control Group ◽  
Control Group Design ◽  
The Real ◽  
A Value

Problem-solving ability in the real world is the main competency that students must possess in the 21st century. RME can bridge abstract mathematical concepts obtained in the classroom with the real world. This research is a meta-analytic study aimed at analyzing the effect of the RME learning model on problem-solving abilities. The data was obtained from a search of scientific articles that have been published in Science and Technology Index (SINTA) 2, 3, and 4 accredited journals and national proceedings in the period 2016-2021 and is an experimental study with a non-equivalent pre-test and post-test control group design. The research samples that matched the exclusion and inclusion criteria were seven units. The data were analyzed using the JASP V-0.11 application. The results of the heterogeneity test with a value of Q=10.277 and p=0.113>0.05. The combined effect size model used is the fixed effect model. The results showed that the average effect size was 0.42 in the medium effect category. The Funnel Plot and Egger's Test tests with a value of z=0.075 and p=0.940>0.05 indicated no publication bias. In conclusion, the RME learning model affects students' mathematical problem-solving abilities with moderate influence. The results of this study contribute to strengthening the findings of previous studies.

scholarly journals PERBEDAAN KEMAMPUAN PEMECAHAN MASALAH DENGAN PENDEKATAN INVESTIGASI DAN PENDEKATAN KONVENSIONAL PADA POKOK BAHASAN TEOREMA PHYTAGORAS DI KELAS VIII SMP NEGERI 9 PEMATANGSIANTAR

2019 ◽  
Vol 4 (2) ◽  
pp. 202-208
Author(s):  
Theresia Monika Siahaan
Keyword(s):  
Problem Solving ◽  
Hypothesis Testing ◽  
Experimental Research ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
The Real ◽  
Eighth Grade Students ◽  
Post Test ◽  
Class Viii ◽  
Investigative Approach

Abstract. This study aims to determine whether there are differences in mathematical problem solving abilities of students who are taught through an investigative approach and with conventional approaches in class VIII SMP 9 of Pematangsiantar. This type of research is experimental research. The population in this study were all eighth grade students of SMP 9 of Pematangsiantar as many as 8 classes. The problem solving abilities of students taught with an investigative approach to the average pretest of 57.73 and post-test of 85.42, the level of change in problem solving abilities was 27.69. Higher than the problem solving abilities of students who are taught with conventional learning the average pretest is 56.67 and posttest is 72.67. Hypothesis testing, from the calculation of student pretest data obtained at dk = 64 and the real level α = 0.05 and 𝑡(1−12∝)=𝑡0,975 obtained ttable = 1.669 and tcount = 1.172. Because tcount < ttable = (1.172 <1.669) it can be concluded that the initial ability of students is the same. While based on the calculation of student posttest data obtained at dk = 64 and the real level α = 0.05 obtained ttable = 1.669 and t count = 4.212. Because tcount> ttable (4.212 > 1.669) then Ho is rejected and Ha is accepted. Then it was concluded that there were significant differences between problem solving abilities taught by an investigative approach and conventional approaches.Keywords: Problem Solving Ability, Investigative Approach, Conventional Approach.

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