scholarly journals Relational equity and mathematics learning: Mutual construction during collaborative problem solving

2018 ◽  
Vol 4 (1) ◽  
pp. 159-187 ◽  
Author(s):  
José F. Gutiérrez ◽  
Sarah A. Brown ◽  
Martha W. Alibali
Keyword(s):  
Eye Gaze ◽  
Mathematics Learning ◽  
Interdisciplinary Approach ◽  
Video Data ◽  
Peer Collaboration ◽  
Collaborative Problem Solving ◽  
Analytic Approach ◽  
Mathematics Knowledge ◽  
Production Body ◽  
And Mathematics

We present an emerging interdisciplinary approach to the study of mathematics learning, which brings together strands from psychology and mathematics education. Our aim was to examine how students navigate the cognitive and social aspects of peer collaboration as they generate and adopt new strategies. We analyzed video data from a laboratory study involving pairs of elementary students working collaboratively to solve mathematical equivalence problems (e.g., 8 + 5 + 4 = 4 + ___). We adopted a qualitative micro-analytic approach that focused on multimodal action (i.e., verbal utterance, gesture, inscription production, body positioning, and eye gaze) to examine three cases. These cases illustrate the complex ways that students interacted in this particular context and, in some instances, attempted to teach one another. Our findings show how “relational equity” (Boaler, 2008) and mathematics knowledge were co-constructed differently in each case. We argue that a micro-analytic approach, complemented by a blending of theory from these two fields, reveals hidden aspects of the interaction that may help explain, for example, why some students generate or adopt correct strategies and others do not. As such, this interdisciplinary approach offers a rich account of the learning processes that occur in peer collaboration.

scholarly journals Corrective Feedback, Self-Esteem and Mathematics Learning Outcomes

2021 ◽  
Vol 12 (1) ◽  
pp. 121-132
Author(s):  
Zubaidah R ◽  
Dona Fitriawan ◽  
Edy Yusmin ◽  
Asep Nursangaji ◽  
Ade Mirza
Keyword(s):  
High School ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Corrective Feedback ◽  
Self Esteem ◽  
Mathematics Knowledge ◽  
And Mathematics

One of the strategies to respond the formative assessment results is corrective feedback. Through corrective feedback, it can be verified and elaborated the part of each items where an error occurs which must be reviewed and corrected by students based on the signs given. The purpose of this research is to review the effect of corrective feedback on formative evaluation and mathematics self-esteem on student’s mathematics learning outcome on junior high school by controlling the prior mathematics knowledge of students. The samples were 120 seventh grade students in junior high school on first semester chosen by using random sampling. The method in this research is quasi experiment by using the design of treatment by level 2 × 2. Data were analyzed by using analysis of covariance (ANCOVA). After controlling the prior mathematics knowledge of students, in general, direct corrective feedback was more suited to increase mathematics learning outcomes on junior high school student than indirect corrective feedback. There was an interaction effect on providing corrective feedback and self-esteem on the mathematics learning outcomes.  For the student who have high self-esteem, indirect corrective feedback is more suitable to increase mathematics learning outcomes while for the students who have low self-esteem, direct corrective feedback is more suitable to increase mathematics learning outcomes. It is recommended to the mathematics teachers to provide corrective feedback after provision of formative assessment in their class.

scholarly journals Advancing video research methodology to capture the processes of social interaction and multimodality

ZDM ◽  
2022 ◽  
Author(s):  
Markku S. Hannula ◽  
Eeva Haataja ◽  
Erika Löfström ◽  
Enrique Garcia Moreno-Esteva ◽  
Jessica F. A. Salminen-Saari ◽  
...  
Keyword(s):  
Data Management ◽  
Peer Interactions ◽  
Mathematics Learning ◽  
Classroom Interactions ◽  
Video Data ◽  
Collaborative Problem Solving ◽  
Social Unit ◽  
Video Research ◽  
Rich Data ◽  
The University

AbstractIn this reflective methodological paper we focus on affordances and challenges of video data. We compare and analyze two research settings that use the latest video technology to capture classroom interactions in mathematics education, namely, The Social Unit of Learning (SUL) project of the University of Melbourne and the MathTrack project of the University of Helsinki. While using these two settings as examples, we have structured our reflections around themes pertinent to video research in general, namely, research methods, data management, and research ethics. SUL and MathTrack share an understanding of mathematics learning as social multimodal practice, and provide possibilities for zooming into the situational micro interactions that construct collaborative problem-solving learning. Both settings provide rich data for in-depth analyses of peer interactions and learning processes. The settings share special needs for technical support and data management, as well as attention to ethical aspects from the perspective of the participants’ security and discretion. SUL data are especially suitable for investigating interactions on a broad scope, addressing how multiple interactional processes intertwine. MathTrack, on the other hand, enables exploration of participants’ visual attention in detail and its role in learning. Both settings could provide tools for teachers’ professional development by showing them aspects of classroom interactions that would otherwise remain hidden.

Pengaruh Penerapan Strategi Pemecahan Masalah dalam Pembelajaran Kooperatif Pendekatan Struktural Think Pair Share (TPS) Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 14 Pekanbaru

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Atma Murni ◽  
Rini Dian Anggraini ◽  
Sakur
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Research Design ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Structural Approach ◽  
Comparison Research ◽  
And Mathematics ◽  
Problem Solving Strategy ◽  
Solving Strategy

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan Strategi Pemecahan Masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru. Penelitian ini menggunakan desain penelitian pra eksperimental menggunakan desain penelitian perbandingan kelompok statis. Instrumen pengumpulan data meliputi tes keterampilan mahematika awal dan tes hasil belajar matematika. Data dianalisis menggunakan uji t. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh strategi pemecahan masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru.   The aim of this study was to know the influence of Problem Solving Strategy implementation in cooperative learning of structural approach Think Pair Share (TPS) to mathematics learning outcome of VIII class students of SMP Negeri 14 Pekanbaru. This study use pre experimental research design using The static group comparison research design. The instruments of  data collection include early mahematics skills test and mathematics learning outcome test. Data were analyzed using t test. The result of this study showed that there is influence of problem solving strategy in cooperative learning of structural approach Think Pair Share (TPS)  to mathematics learning outcome  of  VIII class students of SMP Negeri 14 Pekanbaru

PENINGKATAN HASIL BELAJAR SISWA KELAS X MIPA SMAN 1 LUBUKLINGGAU MELALUI PENGGUNAAN MEDIA POWERPOINT

2020 ◽  
Vol 2 (2) ◽  
pp. 64-72
Author(s):  
Yetri Ningsih
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Research Subjects ◽  
Learning Mathematics ◽  
And Mathematics ◽  
Academic Year ◽  
Improve Student Learning

This research conducted caused by students' score at class X MIPA 4 very low in the vector material. The avarage of score of the daily test obtained by students was 60,5 and it had not yet reached mastery learning. One of the efforts to improve learning outcomes was to use powerpoint as a learning media. The purpose of this study was to determine the increase in activity and mathematics learning outcomes on vector material in learning using PowerPoint.This research design used the classroom action research. The research subjects were 36 students of class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year. Data collected by using tests and observations.The test used to obtain student learning outcomes in each cycle, while observation used to determine the learning process in each cycle. Data were analyzed using descriptive statistics. The results showed that the average score of student learning outcomes in the first cycle was 62.2 and 77.3 in the second cycle. The percentage of student learning completeness in the first cycle was 52.8%, in the second cycle it was 80.6%. The percentage of improvement in student learning outcomes after being given action was 15.29%. So it can be concluded that learning mathematics by using powerpoint media can improve student learning outcomes in class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year.

Digital Native Students

2017 ◽  
Vol 7 (2) ◽  
pp. 13-26 ◽  
Author(s):  
Su-Ting Yong
Keyword(s):  
Gender Gap ◽  
Computer Games ◽  
Qualitative Interviews ◽  
Mathematics Learning ◽  
Spatial Abilities ◽  
Native Students ◽  
Digital Native ◽  
Spatial Skills ◽  
And Mathematics ◽  
The Many

The purpose of this study was to explore gender differences among digital native students in mathematics learning and gaming. A quantitative dominant mixed methods approach was employed in which quantitative surveys [174 students] and qualitative interviews [eight students, eight parents and six teachers] were administered concurrently. Data collected has revealed that students are characterized as digital natives and do not portray a significant gender gap in technology usage. Nevertheless, males and females tend to demonstrate their digital native characteristics differently. Males are more likely to play computer games and acknowledge the many benefits of gaming. Moreover, boys have better spatial skills and they are more confident in mathematics. While females still lag behind males in spatial abilities and mathematics confidence in the past, digital native females are not helping to close the gender gap. Essentially, girls could play more computer games to strengthen their spatial abilities.

Culture and Mathematics Learning

1988 ◽  
Vol 15 ◽  
pp. 253 ◽  
Author(s):  
James W. Stigler ◽  
Ruth Baranes
Keyword(s):  
Mathematics Learning ◽  
And Mathematics
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