Developing PISA-Like Math Tasks on Algebra Using Arabic Contexts

This development research aimed to develop valid and practical PISA-like math tasks on algebra using Arabic contexts that potentially affect mathematical literacy skills. This research was comprised of two stages, preliminary and formative evaluations. This research employed the lesson study learning community (LSLC) system in the development and implementation process and involved grade eight students aged 13-15 years old in Junior High School 19 Palembang. Data collection techniques were walkthrough, observations, and interviews, while the analysis techniques were tests. This research produced six units and nine items of PISA-like-math problems with the content characteristics using Algebra topic, Arabic personal and social contexts, levels 2, 3, 5 and 6 following the 2018 PISA framework, process competencies at mathematical literacy skills, standard language application, applicability for students, and interpret by students. To conclude, the developed PISA-like math tasks were valid, provided practicality, and potentially affected on mathematical literacy skills, and learning to confront Arabic culture in South Sumatera.

Implementation in Direct Digital Synthesizers (DDS) Based on CORDIC Algorithm

The universality of computerized signal handling (DSP) has made expanding request to create territory effective and precise structures in completing numerous nonlinear math tasks. One such design is CORDIC unit which has numerous applications in the field of DSP including actualizing changes dependent on Fourier premise. This paper offers structure of CORDIC, inserted with a pipelined unit that has exclusively negligible scope of adders and shifters. It tends to be applied in pivot mode as appropriately as vectoring mode. The reason for the arrangement is to get a pipelined CORDIC unit keeping up the format of valid calculation. Preparing and discussion structures work CORDIC in round organize contraption and in both of pivot or vectoring modes.

Automation of Checking Math Tasks on the Analytical Geometry Nomotex E-course

In this article, the authors consider the problem of automatic check of tasks on the example of tasks on the topic of lines and planes. The authors raise the question of the influence of arithmetic errors on automatic verification. The paper discusses methods that will reduce the impact of arithmetic error on automated problem checking. The article provides several examples that are given to students to solve at control events held at the Bauman Moscow State Technical University.

You, y'all, we

“You, Ya'll, We is a lesson structure to approach open-ended math tasks that focus on inquiry where all students have an opportunity to engage in rich mathematics, share their thinking, and learn alongside others. Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact.

Can Motive-Related Imagery Make School Tasks More Appealing?

According to recent research ( Eccles, 1999 ; GEOlino-UNICEF-Kinderwertemonitor, 2014), young people are particularly interested in issues related to affiliation, achievement, or power. We suggest that tasks that raise these issues should be more motivating than tasks that do not raise these topics. To test this hypothesis, we enriched the tasks of common mathematics and German textbooks with affiliation, achievement, or power issues. In four experiments, fifth-graders rated how much they would like to work on the tasks (n = 31 for essay tasks, n = 76 for math tasks) and how confident they were about solving them (n = 56 for essay tasks, n = 60 for math tasks). Motive-related issues were within-subject variables. Participants were more attracted to tasks that included motive imagery than to neutral tasks, and they were more confident that they could solve the former than the latter. These effects were true particularly for tasks containing affiliation motive imagery.