Use of Computer Simulations for the Understanding and Retention of Mathematical Concepts

Simulations provide unique features and instructional benefits for the improved understanding of concepts. This study aimed to find the effect of computer simulations on the understanding and retention of mathematical concepts. This was an experimental research. A sample of 100 students participated in this experimental research. The sample was further distributed into an equal number of students in two groups. Some topics were selected from the grade–IX mathematics textbook. The selected mathematical topics were taught to the control group by lecture method whereas computer simulations were used for teaching mathematical concepts to the experimental group. Data analysis showed that in the posttest, the experimental group performed better than the control group at a 0.05 level of significance. The scores of the retention test of the experimental group were also found better than the control group. It is recommended to include computer simulations in the teaching-learning process for better comprehension of abstract concepts of mathematics. Keywords: Achievement, Mathematical Concepts, Retention, Simulations

The level of including digital literacy skills in the mathematics textbook for the first intermediate grade in KSA: مستوى تضمين مهارات الثقافة الرقمية في كتاب الرياضيات للصف الأول متوسط في المملكة العربية السعودية

The study aimed to investigate the level of inclusion of digital literacy skills in the mathematics book for the first intermediate grade in the Kingdom of Saudi Arabia, and to achieve the objectives of the study, the descriptive analytical approach (the method of content analysis) was used, and the tool used in the analysis was a content analysis card consisting of (12) indicators. They are divided into three main axes (information literacy skills, media literacy skills, technology and communication culture skills). As for the research community and its sample, it consisted of a mathematics book for the first intermediate grade for the first and second semesters of 1442 AH, and the study concluded that the level of inclusion of mathematics books for the first grade is intermediate for cultural skills As a whole, digital skills came at a low rate (20.1%), as the skill in the mathematics book for the first semester was (24.5%), while the percentage of availability in the mathematics book for the second semester was (15.69%). Recommendations that curriculum designers should pay attention to embedding digital literacy skills in mathematics books for general education stages so that they contribute to providing learners with digital literacy skills, spreading awareness of the media and digital literacy skills in the educational field for students, mathematics teachers and parents, in addition to preparing training programs that help mathematics teachers to include digital literacy skills during lesson planning.

The first mathematics textbook printed in Moldavia. Elementi aritmetice arătate firești (Iași, 1795)

The first mathematics textbook printed in Moldavia (Iași, 1795) was not sufficiently examined, although the translation offers us valuable information on the Italian influence on the Romanian language and a precious linguistic material as regards both the configuration of the Romanian literary language in Moldavia at the end of the 18th century and the constitution of mathematical terminology. The linguistic material excerpted reflects phonetic and morphologic norms specific of the author’s dialect, sometimes going beyond the criteria illustrated by the local tradition, especially in the morphosyntax field. The lack of a terminological tradition is to be observed in the high number of un-adapted terms, semantic loans and old terms. Amfilohie’s intense activity of translating from Italian (the scholar being a genuine forerunner of the Italianate movement in Moldavia) is proof of the depths of the cultural contacts with the western world, resulting in the intensification of the renewing of the Romanian vocabulary by assimilating Latin-Romance borrowings in general and Italian ones, in particular.

INVESTIGATION OF USE CASES OF MATHEMATICS TEXTBOOKS IN THE TEACHING PROCESS FROM A DEVELOPMENTAL PERSPECTIVE

It is important to determine the behaviors of primary school pre-service teachers, who have successfully completed the "Mathematics Textbook Review" course during their undergraduate education, regarding the use of textbooks in their professional life. Therefore, it is important to determine the approaches of pre-service teachers who have positive ideas about using the mathematics textbook in their undergraduate education and the reasons for these approaches in the process after starting the profession. This research was designed with a developmental perspective from qualitative research approaches and was conducted with two different study groups in Turkey. The first study group consists of 162 primary school mathematics pre-service teachers. The second group consists of 43 primary school mathematics teachers who worked for at least two years in their professional life. As a result of the research, more than half of the pre-service teachers (n=132) stated that they would use textbooks as a basic resource in the in-class teaching process. Pre-service teachers' reasons for using the course book in the classroom teaching process were grouped under four categories: "it is a guide for teaching, homework, affordability, and opportunity for repetition". When the data obtained from the mathematics teachers were examined, it was determined that most of the teachers did not use the textbook as the main source in the classroom teaching process. When the obtained data are examined holistically, it is concluded that even though the rate of pre-service teachers thinking of using the textbook is high, this rate will decrease in professional life. Keywords: Pre-service teachers, mathematics teacher, mathematics textbook, developmental perspective

Cognitive Level Analysis of Problems in Mathematics Textbook Class XII Revision 2018 Materials of Congress and Construction Based on the Revised Bloom Taxonomy

This study aims to describe the distribution of cognitive levels of questions in the 2018 Revised Class XII Mathematics Textbook for Congruence and Similarity Based on Bloom's Taxonomy. Bloom's Taxonomy used is a revised Bloom's Taxonomy with cognitive process dimensions consisting of: remembering(C1), understanding(C2), applying(C3), analyzing(C4), evaluating(C5), and creating(C6). This type of research was descriptive research with a qualitative approach. Sources of data in this study were questions about the material congruence, similarity and competency test questions contained in the mathematics textbooks of class XII students. The research was carried out with the method of collecting documentation data and using research instruments in the form of analysis sheets and analysis conformity sheets. The results showed that the distribution of the cognitive level of questions on the congruence and similarity material contained the cognitive level of understanding(C2) as much as 18.2%, applying(C3) as much as 50% and analyzing(C4) as much as 31.8%, with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. Keywords: Mathematics Textbook, Congruence, Similarity, Question, Revised Bloom's Taxonomy, Cognitive Level.

A Critical Evaluation of NCERT Mathematics Textbook of Senior Secondary Stage

The aim of the mathematics curriculum at the senior secondary stage is to provide students with an appreciation of the wide variety of the application of mathematics and equip them with the basic tools that enable such application. A careful choice between the often conflicting demands of depth versus breadth needs to be made at this stage. The rapid explosion of mathematics as a discipline, and of its range of application, favors an increase in the breadth of coverage. Such an increase must be dictated by mathematical considerations of the importance of topics to be included. Topics that are more naturally the province of other disciplines may be left out of the mathematics curriculum. The treatment of topics must have an objective, that is, the communication of mathematical insights and concepts, which naturally arouse the interest and curiosity of students.

Number Manipulation Strategy: A Model of Experiential Instruction and Interest in Arithmetic Learning of Pupils of Lower Basic Level in Enugu State, Nigeria

The study investigated the efficacy of the number manipulation strategy (NUMAS) as a model of experiential instruction and interest in arithmetic learning for pupils of lower basic levels. The population of the study consisted of 1205 lower basic III level pupils of the 2018/2019 session in Igbo-Etiti Local Government Area (L.G.A.) of Enugu State. A sample of 121 primary five pupils from 4 schools out of 53 primary schools in the study area was randomly sampled. The 121 pupils were composed of 42 males and 79 females used for the study. The study was guided by four research questions and four hypotheses. The hypotheses were tested at a p<.05 level of significance. The instruments used for the study were Arithmetic Test (ART) and Mathematics Interest Inventory Questionnaire (MIIQ) developed by the researcher. The ART and MIIQ instruments were faces validated by experts and their reliability indexes were 0.85 and 0.79 respectively, established using Cronbach alpha and split-half methods respectively. The data obtained with the instruments were analyzed using mean, standard deviations (SD), t-test and analysis of covariance (ANCOVA) statistics. Mean and SD was used in answering the research questions, while t-test and ANCOVA statistics were used in testing the hypotheses at P<.05 level of significance. The findings of the study showed that NUMAS is effective in teaching arithmetic, especially in enhancing the addition and subtraction skills acquisition of the pupils. Gender was found not to be a significant factor of variance in arithmetic achievement when the teaching of arithmetic is NUMAS based. The use of NUMAS was recommended to teachers, lower basic mathematics textbook authors and stakeholders in education, to ensure that NUMAS is adopted and adapted for use in Mathematics classroom instruction and learning.

PRACTICUM ANALYSIS OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHING BOOK WITH COMIC ILLUSTRATION WITH JAMBI CULTURAL CONTEXT

This study aims to describe the practicality of a comic-illustrated junior high school mathematics textbook with the Jambi cultural context that has been developed. The type of research carried out is development research using the ADDIE model which focuses on the practicality of the product. The research subject to see the practicality of this product is seen from the responses of 2 teachers and 12 students. The research instrument consisted of individual test mathematics textbook practicality sheets (Teacher Response Questionnaire), and small group mathematics textbook practicality sheets (student response questionnaire). Suggestions and comments on teacher and student questionnaire responses to junior high school mathematics textbooks were analyzed descriptively, while data were analyzed descriptively quantitatively. The results of this study indicate that the trial is limited to 2 junior high school mathematics textbook teachers with Jambi cultural context comics who meet the practice criteria, with an average score proportion of 77.50%. While the results of the trial were limited to 12 students (student responses perception questionnaire) meeting the very practical criteria with an average percentage of 86.27%. So it can be said that the product in the form of a junior high school mathematics textbook with comics in the context of Jambi culture meets the practical criteria and is feasible to apply.

Perspectivas e direcionamentos de Algumas Pesquisas Apresentadas na Terceira Edição da Conferência Internacional em Pesquisa e Desenvolvimento de Livros Didáticos de Matemática

ResumoO livro didático como objeto de estudo tem despertado o interesse de pesquisadores na Educação Matemática e, como resultado disso, eventos específicos ou grupos temáticos foram desenvolvidos para atender a essa crescente demanda. Assim, identificar quais focos temáticos sobre livros didáticos de matemática têm emergido nos estudos apresentados na terceira edição da Conferência Internacional em Pesquisa e Desenvolvimento de Livros Didáticos de Matemática foi o objetivo que direcionou nossa investigação. Adotamos uma abordagem qualitativa de pesquisa numa visão interpretativa dos dados e empregamos um mapeamento nos trabalhos publicados na referida conferência. Identificamos quatro categorias temáticas: análise do livro, livro digital, uso do livro e outros, contudo, neste texto, a discussão é destinada às três últimas temáticas. Os dados obtidos nos permitiram ter um panorama de como esse campo de pesquisa vem se desenvolvendo em várias partes do mundo. Diferentes perspectivas teóricas foram apresentadas na conferência e destacamos duas que foram recorrentes: a ideia do tetraedro sociodidático e a Capacidade de Design Pedagógico. No que tange às abordagens metodológicas, é predominante o paradigma da pesquisa qualitativa com o uso de vídeos, entrevistas, observação de aulas, mapeamento, análise de conteúdo e/ou a combinação de alguns desses métodos. Do que levantamos, identificamos que o campo de pesquisas sobre livros didáticos de matemática está evoluindo, ampliando as vertentes teóricas e consolidando alguns dos métodos empregados para análise e produção dos dados. Esperamos contribuir, no sentido de trazer mais elementos que possibilitem a compreensão da produção de conhecimento sobre o livro didático de matemática. Palavras-chave: ICMT. Mapeamento. Uso do Livro Didático. Livro Digital. AbstractThe textbook as an object of study has aroused the interest of researchers in Mathematics Education and, as a result, specific events or thematic groups have been developed to meet this growing demand. Thus, identifying which thematic focuses on mathematics textbooks have emerged in the studies presented in the Third International Conference on Mathematics Textbook Research and Development was the objective that guided our investigation. We adopt a qualitative approach to research in an interpretative view of the data and employ a mapping in the studies published at the referred conference. We identified four thematic categories: textbook analysis, digital textbook, textbook use and others, however, in this article, the focus is given to the last three themes. The data obtained allowed us to have an overview of how this field of research has been developing in various parts of the world. Different theoretical perspectives were presented at the conference and we highlight two that were recurrent: the idea of the socio-didactic tetrahedron and the Pedagogical Design Capacity. With regard to methodological approaches, the paradigm of qualitative research is predominant with the use of videos, interviews, class observation, mapping, content analysis and/or the combination of some of these methods. From what we have found, we identified that the field of research on mathematics textbooks is evolving, expanding the theoretical aspects and consolidating some of the methods used for data analysis and production. We hope to contribute towards bringing more elements that enable the understanding of the production of knowledge about the mathematics textbook. Keywords: ICMT. Mapping. Textbook use; Digital Textbook.

Content Analysis of Teaching Competency in CBSE Textbooks in Mathematics of VI Standard

Educational institutions are more concentrated on preferable measured outcomes rather than theoretical ones. Measuring subject knowledge obtains through written examination is easy, even as skills such as critical and logical thinking, decision making, problem-solving ability, creative thinking are difficult to measure. The education field is mostly based on students and teachers; teachers want to one kind of knowledge is competency, it is important for making the teachers professionally content and teaching competency is the ability to teach efficiently in clearing up the activities, manifesting activities, enjoin maintaining activities, documentation and record-keeping activities, task making activities, curriculum development activities and many kinds of activities. This study is analyzing the teaching competency in school textbooks. The main aim of the study is based on to compare the teaching competency dimensions to 6th standard CBSE mathematics textbook content.