Pengembangan Video Pembelajaran Kalkulus Untuk Memahamkan Konsep

This research is motivated by the difficulty of students understanding the concept of integration techniques through bold learning, so that a concept understanding-based learning video is needed for flat area material. This study aims to develop learning videos and determine the validity and practicality of the videos produced. This type of research is in the form of ADDIE model development research (Analysis, Design, Development, Implementation, Evaluation). The research subjects were class B students, batch 2020, the Ahmad Dahlan University Mathematics Education study program. The results of the assessment from material experts obtained an average score of 4.77 with very good criteria, from material experts obtained an average score of 4.55 with very good criteria, and from student responses a score of 3.50 was obtained with good criteria so that it can be concluded that the video Integral calculus learning is valid and practical to use. Keywords: integral calculus, learning videos, trigonometric functions

Comparing example generation with classification in the learning of new mathematics concepts

Prompting learners to generate examples has been proposed as an effective way of developing understanding of a new concept. However, empirical support for this approach is lacking. This article presents two empirical studies on the use of example-generation tasks in an online course in introductory university mathematics. The first study compares the effectiveness of a task prompting learners to generate examples of increasing and decreasing sequences, with a task inviting them to classify given examples; it also investigates the effectiveness of different sequences of generation and classification tasks. The second study replicates the investigation of interactions between generation and classification tasks. The findings suggest that there is little difference between the two types of task, in terms of students' ability to answer later questions about the concept.

The university teacher: Catalyst of the emotional-technological-ontological logic in the teaching of exact sciences

The aim of the study was to design a theoretical approach to the existing techno-ontological logical emotions of university mathematics teachers working in universities in Ecuador. The research was qualitative. For the selection of the sample, a random selection was carried out under the criterion of intentionality. Twenty (20) students and eight (8) mathematics teachers from different universities participated. For data collection, we used a participatory digital observation guide and an open-ended interview. Three categories emerged from the results: the andragogic retrotopia of being a mathematician, the emotional scar in teacher training and the educational perception of the university student. We conclude with a theoretical approach in which the deficit of professional digital training in mathematical sciences allows the emotional logic of the Ecuadorian teacher to drive him/her to portray an academic being that generates hatred and rejection in the university educational community.

A collaboratively-derived research agenda for e-assessment in university mathematics

This paper describes the collaborative development of an agenda for research on e-assessment in university mathematics. We adapted an established approach to develop the agenda from the contributions of 22 mathematics education researchers, university teachers and learning technologists interested in this topic. The resulting set of 55 questions are grouped into 5 broad themes: errors and feedback, students, design and implementation, affordances, and mathematical skills. This agenda gives the framework for a programme of research aligned with practical concerns, that will contribute to both theoretical and practical development.

FUTURE TEACHERS’ STUDYING THE SCIENTIFIC LANGUAGE OF PHYSICS AND MATHEMATICS: PROBLEMS AND PROSPECTS

Математический язык является основой таких дисциплин, преподаваемых в вузах, как математика и физика. Особое внимание следует обратить на подготовку будущих учителей математики и физики. Как показывает практика, в процессе подготовки студентов по обозначенным специальностям большинство трудностей связано именно с обеспечением надлежащих условий по усвоению учащимися языка предметной области. Настоящее исследование обращено к общетеоретическому и практическому раскрытию проблемы практического перевода задач на язык математической теории и, напротив, проведение обратного перевода. Статья также посвящена особенностям овладения технологиями прочного усвоения математического языка студентами, что должно стать залогом достижения конкретных практических результатов в будущей педагогической деятельности. Студент должен не только овладеть навыком решения математических и физических задач, но и уметь объяснять подробности их решения на математическом языке и раскрывать учащимся особенности построения математической задачи как на языке предметной лексики, так и при помощи стандартных формулировок, лексики и синтаксиса. В рамках исследования было проведено анкетирование, направленное на определение уровня владения математическим языком среди студентов первого и последнего курса, проходящих обучение по направлению подготовки «Педагогическое образование», с целью разработки системы упражнений, направленных на облегчение процесса усвоения математического языка. The mathematical language is the basis of university mathematics and physics. Special attention is to paid when training future teachers of mathematics and physics. As practice shows, in the process of preparing students for the considered specialties, most difficulties are associated precisely with the provision of appropriate conditions for the assimilation of the language of the subject area by students. The present study is to consider theoretical and practical aspects of the problem of practical interpretation of problems into the language of mathematical theory and vice versa. The article is also devoted to the peculiarities of mastering solid assimilation of the mathematical language by students, which should be the key to achieving specific practical results in future pedagogical activities. Since the student must not only master the skill of solving mathematical and physical problems, but also be able to explain the details of the solution in mathematical language and reveal to pupils the peculiarities of making a mathematical problem, both in the language of subject vocabulary and using standard phrases, vocabulary and syntax. As part of the study, a questionnaire was conducted to determine the level of proficiency in the mathematical language among first and last year “Pedagogical Education” training program students in order to develop a system of exercises aimed at facilitating the process of mastering the mathematical language.

Study On Ideological And Political Education Of Linear Algebra Course

To implement the ideological and political teaching concept of curriculum is a key measure to establish morality and cultivate talents in the new era, and also a basic requirement of colleges and universities' original mission of "educating talents for the Party and the country". University mathematics, as a basic subject universally offered in colleges and universities, has advantages in the course of ideological and political teaching, but also has obvious shortcomings. Linear algebra is a compulsory basic course for science and engineering majors, aiming at cultivating students' logical training and abstract thinking ability. This article mainly to the "Linear Algebra" teaching as an example, the first to study the Linear Algebra course ideological education and the advantages of the ideological education into the difficulty in the course, and put forward the linear algebra course ideological education the implementation of the specific methods: update teaching ideas, strengthen the teacher training, teaching methods and build a rich curriculum ideological system of the implementation of the path.

Examining the Influence of University Teachers’ Qualification and Experience on Students’ Academic Achievement in Mathematics

Aims: This study aims to examine the effect of qualification and experience level on students’ academic achievement in mathematic in five colleges under the Royal University of Bhutan. Study Design: It is a quantitative study where the researcher tests the significance of the difference in the mean academic achievement of the students concerning teachers’ qualifications and experience level. Place and Duration of Study: Five colleges under the Royal University of Bhutan spread across five districts in Bhutan were considered for the study between July 2020 and July 2021. Methodology: A sample of 25 university mathematics teachers (21 males, 4 females) who taught mathematics from 2018 to 2020 were selected through a simple random sampling. The data was collected in two parts: one the mathematics marks of the modules taught by the 25 teachers from the year 2018 to 2020 was obtained from the respective college's exam records through an official correspondence; second, the information on the perception of these 25 teachers was obtained online through self-administered survey questionnaires. Results: The result from the two way ANOVA revealed no statistically significant difference between qualifications (Masters and PhD) on students’ academic achievement (F (1, 19) = 3.653, P = 0.07) and between experience levels on students’ academic achievement (F (3, 19) = 0.493, P = 0.69). In contrast, the perception of the teachers is that the higher level of qualifications and experience levels would have a more positive effect on students’ academic achievement. Conclusion: The qualification and experience have a positive effect on students academic achievement but the effects are not significant.