Про Эйлера и Чебышёва, основателей российской математики

On the occasion of Chebyshev’s twohundredth anniversary, I review part of his work, showing that in several respects he was the heir of Euler. In doing this, I consider the works of Euler and Chebyshev on three topics in applied science: industrial machines, ballistics and geography, and then on three topics in pure mathematics: integration, continued fractions and number theory, showing that in each filed the two mathematicians were interested in the same kind of questions. По случаю двухсотлетнего юбилея Чебышёва я изучил часть его работ и пришел к выводу, что в целом ряде моментов он продолжает научные традиции Эйлера. Я рассматривал работы Эйлера и Чебышёва по трем прикладным темам: промышленное оборудование, баллистика и география, а также по трем разделам чистой математики: интегральное исчисление, непрерывные дроби и теория чисел. Показано, что во всех случаях оба математика изучали один и тот же круг вопросов.

Calculating for creativity: Maths joins the circus

Following recent increases in the diversity of students, technologies, pedagogies and environments, New Zealand classrooms are sites of growing complexity. Tasked with covering a broad range of disciplines within each school day, opportunities for subject integration are of increasing value to busy teachers. Developing upon a previous piece of research (Coleman & Davies, 2018), this project sought to gain student engagement in mathematics through a dramatic framework. A key factor in developing adaptable, responsive and capable learners, creativity is an area of intense educational interest and yet substantial confusion (Jefferson & Anderson, 2017). Focusing upon the activation of students’ creative capacities through drama, this project offers suggestions for future praxis and the development of classrooms that invite creativity. We began by establishing a fictional pre-text closely related to their earlier studies of insects. Recruited to assist Professor Lee—a flea circus owner, with the redesign of her circus, this pretext deliberately offered opportunities for mathematics integration. When planning we predicted the need for students to engage with numbers and measurement, yet remained responsive to opportunities arising from the drama or instigated by the students themselves. Over the five drama-maths sessions, we collaborated with students both in and out of role, to design, plan and prepare a new cockroach circus extravaganza. We generated data for the research through reflective journal entries, student work, drama based research and focus groups. Our findings indicate an enthusiasm for the use of drama to engage students and make mathematics meaningful and highlight the vital elements for collaboration and creativity. Three distinct elements appear crucial to engaging in an effective drama-maths unit: a sense of unity in pursuing a common goal, the value of the affective and embodied elements associated with drama, and cultivation of skills for collaboration. While this project bolsters existing rhetoric surrounding STEAM integration, it advocates for further development around existing notions of collaboration for 21st century learning.

Integrasi Matematika, Nilai-Nilai Keislaman, dan Teknologi: Fenomena di Madrasah Tsanawiyah

A study of mathematics integration with technology and Islamic values becomes an interesting topic to be studied by many scholars. The mathematics integration is essential to be applied in learning so that it can make students become Muslim individuals who have excellent character and proficiency in utilizing technology. However, there are still few studies that investigate mathematics integration with technology and Islamic values. Therefore, this study aims to describe phenomena directly related to mathematics learning that contain Islamic values and the use of technology in the learning process. The type of this study was descriptive research using a qualitative approach. The subjects of this study were three mathematics teachers who teach at Madrasah Tsanawiyah (MTs). The study procedure was carried out to find the phenomenon of research subjects that occurred at MTs. The validity of the data used the triangulation of the source and method. Data were collected through literature review, interview, and observation. The study results showed that three MTs had applied Islamic values and technology content in mathematics learning. This study recommends the need for innovation in MTs to design mathematics-integrated learning with Islamic values and the use of technology to help teachers create efficient learning, attract students' learning interest, and create an active learning environment for students.

Practices for Mathematics and Science Integration

In this paper we discuss different ways teachers can integrate science and mathematics into their curriculum. In particular, we focus on science and mathematics integration via the disciplinary practices.

LKS Himpunan: Sebuah Pengembangan Matematika Integrasi

Abstrak: Tujuan penelitian ini untuk mengembangkan Lembar Kerja Siswa (LKS) Matematika Integrasi dengan nilai-nilai agama islam, menghasilkan bahan ajar terbaru pada bidang matematika untuk lebih mudah mencapai fungsi pendidikan nasional, dan memudahkan peserta didik memahami definisi, operasi, dan sifat-sifat himpunan menggunakan pendekatan nilai-nilai agama islam. Pengambangan LKS integrasi ini menggunakan model pengembangan 4-D menurut Thiagarajan, Semmel & Semmel yang dimodifikasi yaitu (define, design, develop, and disseminate). Subjek penelitian ini adalah siswa SMP Islam Al-Ikhlasyiah Jonggat Lombok Tengah. Instrumen penelitian menggunakan tes hasil belajar berupa pilihan ganda dan angket kevalidan LKS. Hasil validasi ahli diperoleh kriteria sangat valid dengan nilai total 209, dan hasill uji kelayakan kriteria layak digunakan. Sedangkan uji kepraktisan LKS diperoleh dengan nilai total 277. Selanjutnya dilakukan uji coba lapangan yang diberikan pada siswa SMP Islam Al-Ikhlasyiah sebanyak 20 orang. Berdasarkan analisis uji coba lapangan, penelitian ini menunjukkan bahwa LKS matematika integrasi memberikan hasil positif terhadap kemampuan afektif siswa dan memahami materi himpunan. Abstract: The purpose of this research is to develop student worksheets (LKS) Mathematics integration with Islamic religious values, produce the latest teaching materials in the field of mathematics to more easily achieve the function of national education, and facilitate participants Students understand the definition, operation, and attributes of the association using the approach of Islamic religious values. The integration of LKS uses a 4-D development model according to Thiagarajan, Semmel & the Modified Semmel (define, design, develop, and disseminate). The subject of this research is the student of SMP Islam Al-Ikhlasyiah Jonggat Central Lombok. The research instruments use the test results in the form of double choice and the eligibility lks. The expert validation results are obtained very valid criteria with a total value of 209, and the eligibility test criteria are worth using. While LKS practicality test is obtained with a total value of 277. Furthermore, the field trials were given to the students of SMP Islam Al-Ikhlasyiah as much as 20 people. Based on the field trials analysis, the study showed that LKS mathematics integration gave positive results towards students ' affective ability and understood the set.