Pemberian tugas menulis untuk meningkatkan kemampuan komunikasi matematis tertulis siswa kelas VIII SMPN 12 Malang pada materi teorema pythagoras

This research aims to describe the stages of application of writing tasks in improving the written mathematical communication skills of class VIII SMP students on the subject of the Pythagorean Theorem. Writing task are carried out through stages of mathematical writing. The stages applied are brainstorming, pre-writting, writing, conferencing, editting, and sharing. From the results of the research the application of writing assignments in learning can improve students' written mathematical communication skills. This is evidenced by the percentage of students who achieve good categories increased from cycle I by 70 percent to 80 percent in cycle II. In addition, the results of observing teacher activities and student activities in the first cycle and second cycle are included in the good category. Penelitian ini bertujuan untuk mendiskripsikan tahapan penerapan pemberian tugas menulis dalam meningkatkan kemampuan komunikasi matematis tertulis siswa kelas VIII SMP pada pokok bahasan Teorema Pythagoras. Pemberian tugas menulis dilakukan melalui tahapan menulis matematis. Tahapan yang diterapkan adalah curah pendapat (brainstorming), persiapan menulis (pre-writting), menulis (writting), diskusi kelompok (conferencing), perbaikan (editting), dan berbagi (sharing). Dari hasil penelitian penerapan pemberian tugas menulis dalam pembelajaran dapat meningkatkan kemampuan komunikasi matematis tertulis siswa. Hal ini dibuktikan dengan persentase banyaknya siswa yang mencapai kategori baik meningkat dari siklus I sebesar 70 persen menjadi 80 persen pada siklus II. Selain itu, hasil observasi aktivitas guru dan aktivitas siswa pada siklus I dan siklus II termasuk dalam kategori baik.

ANALYSIS OF MATHEMATICAL WRITING ERRORS RELATED TO THE ANGLE OF TRIGONOMETRI FUNCTIONS

Mathematical writing errors are often made by students, especially when writing mathematical expressions on the angle of trigonometric functions. One of the causes of this error is that students do not pay close attention to the difference between radians and degrees when writing questions or writing answers. These mathematical writing errors were made mainly by students who were oriented towards the result of the answer to a question, without paying attention to good and correct writing rules. One form of writing errors in mathematical expressions of trigonometric functions is writing y = sin (x + 45), which is considered the same as writing y = sin (x + 45o). If they are asked to compare the graphical form of the function of the two mathematical expressions in the same image, the writing error will be recognized and seen. Counterexamples and technology in learning mathematics can help students understand and correct errors in writing mathematical expressions of trigonometric functions.

JUAN MANUEL CAGIGAL (1803-1856) Y SU MEMORIA SOBRE LAS INTEGRALES LIMITADAS: UNA AVENTURA DEL PENSAMIENTO

El presente estudio consiste en una descripción y análisis crítico del libro Memoria sobre las integrales limitadas, escrita por Juan Manuel Cagigal (1803-1856) y editada póstumamente en 1929. Elaborada en una fecha aún no determinada con precisión es el único escrito matemático suyo que aún existe. Circuló inicialmente en forma manuscrita y fue empleada como texto en la Academia de Matemáticas de Caracas. Su Memoria no pretende ser un aporte original a las matemáticas teniendo una finalidad didáctica y de difusión de los avances del Cálculo Integral de su época, siguiendo muy de cerca las ideas de Cauchy. La obra coexistió con diversos libros de cálculo escritos por distintos autores europeos. El análisis está circunscrito por la realidad socio-política, económica y educativa de la Venezuela del siglo XIX. Como punto importante se consideran algunos aspectos polémicos e inciertos acerca de la vida del autor.Palabras clave: Integrales limitadas, Juan Manuel Cagigal, Academia de Matemáticas de Caracas.Juan Manuel Cagigal (1803-1856) e sua Memoria sobre las integrales limitadas: Uma Aventura do PensamentoResumoEste estudo consiste na descrição e análise crítica do livro Memoria sobre las integrales limitadas, escrito por Juan Manuel Cagigal (1803-1856) e publicado postumamente em 1929. Elaborado em data ainda não determinada com precisão, é a única escrita matemática sua que ainda existe. Inicialmente, circulou na forma manuscrita e foi usado como texto na Academia de Matemática de Caracas. Sua Memória não pretende ser uma contribuição original à matemática, tendo uma finalidade didática e difundir os avanços do Cálculo Integral de sua época, seguindo de perto as idéias de Cauchy. A obra coexistiu com vários livros de cálculo escritos por diferentes autores europeus. A análise é circunscrita pela realidade sócio-política, econômica e educacional da Venezuela do século XIX. Como ponto importante, são considerados alguns aspectos controversos e incertos sobre a vida do autor.Palavras chave: Integrais limitados, Juan Manuel Cagigal, Academia de Matemática de CaracasJuan Manuel Cagigal (1803-1856) and his Memoria sobre las integrales limitadas: An Adventure of ThoughtAbstractThis study consists of a description and critical analysis of the book Memoria sobre las integrales limitadas, written by Juan Manuel Cagigal (1803-1856) and published posthumously in 1929. Prepared on a date not yet precisely determined, it is the only mathematical writing of his that still exists. It initially circulated in handwritten form and was used as a text in the Academy of Mathematics of Caracas. His Memoria does not pretend to be an original contribution to mathematics having a didactic purpose and to disseminate the advances in Integral Calculus of its time, closely following Cauchy's ideas. The work coexisted with various calculus books written by different European authors. The analysis is circumscribed by the socio-political, economic and educational reality of 19th Venezuelan century. As an important point, some controversial and uncertain aspects about the author's life are also considered.Key Words: Limited integrals, Juan Manuel Cagigal, Academy of Mathematics of Caracas

Development of an assessment tool for mathematical reading, analytical thinking and mathematical writing

<p>The main objective of this research was to develop and validate the quality of an assessment tool for evaluating the mathematical reading, analytical thinking, and mathematical writing skills of fourth-grade students. We randomly selected 222 fourth grade students across multiple schools of varying sizes to take the assessment. Multidimensional Random Coefficients Multinomial Item Response Model was applied to validate the quality of the developed assessment tool. A design-based research methodology was adopted to develop the assessment tool encompassing four phases as follows: 1) analyze how students solve mathematical problems; 2) develop the assessment tool; 3) validation of the tool; and 4) reflection. The results of this research indicate that the assessment tool consisting of 19 items and two dimensions is a reliable and valid metric to measure mathematical reading, mathematical writing and analytical ability of fourth graders. The Likelihood-Ratio test showed that the multidimensional model fits better in comparison to the unidimensional model. It can be concluded that each item is qualified to assess the students and relevant to the developed dimensional examination structure.</p>

Tinjauan Kemampuan Awal Matematis dalam Kemampuan Pemecahan Masalah pada Pembelajaran Berbasis Masalah melalui Menulis Matematika

ABSTRAK Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran berbasis masalah yang dikombinasikan dengan menulis matematika terhadap kemampuan pemecahan masalah dengan tinjauan kemampuan awal matematis siswa dengan kategori tinggi, sedang, dan rendah. Penelitian ini merupakan penelitian kuasi eksperimen dengan menggunakan satu kelompok eksperimen dengan perlakukan model pembelajarann berbasis masalah yang dikombinasikan dengan menulis matematika dan satu kelompok kontrol yang hanya diberikan perlakukan model pembelajaran berbasis masalah. Metode pengumpulan data terdiri dari tes kemampuan pemecahan masalah matematis. Teknik analisis data menggunakan analisis variansi dua jalan sel tidak sama. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah siswa yang menggunakan model pembelajaran berbasis masalah yang dikombinasikan dengan menulis matematika lebih baik daripada kemampuan pemecahan masalah siswa yang hanya menggunakan model pembelajaran berbasis masalah secara umum maupun berdasarkan kategori kemampuan awal matematis. Ditinjau dari kategori kemampuan awal matematis, siswa kategori tinggi dan sedang menunjukkan tidak adanya perbedaan kemampuan pemecahan masalah yang signifikan, sedangkan kemampuan pemecahan masalah siswa kategori tinggi dan sedang lebih baik jika dibandingkan dengan kemampuan pemecahan masalah siswa kategori rendah. Kata kunci: pembelajaran berbasis masalah, menulis matematika, kemampuan pemecahan masalah, kemampuan awal matematis. ABSTRACT This study aims to look at the effect of problem-based learning models combined with mathematical writing on problem solving abilities with a review of students' mathematical early capabilities in high, medium, and low categories. This research is a quasi-experimental study using one experimental group with the treatment of problem-based learning models combined with writing mathematics and a control group that is only given the treatment of problem-based learning models. Data collection methods consist of tests of mathematical problem solving abilities. Data analysis techniques using two path analysis of variance are not the sam cell. The results showed that the problem-solving ability of students who use problem-based learning models combined with writing mathematics is better than the problem-solving abilities of students who only use problem-based learning models in general or by the category of mathematical early ability. Judging from the early mathematical ability category, high and medium category students showed no significant difference in problem solving abilities while the problem solving ability of high and medium category students was better when compared to the problem solving ability of low category students. Keywords: problem based learning, writing mathematics, problem solving ability, mathematics early ability.