The Correlation Between Students’ Attitude And Motivation Towards Students’ Study Of Result On Mathematics Class IV SDN Pasanggrahan II Kecamatan Solear: Penelitian Kuantitatif Korelasional Pada Mata Pelajaran Matematika SDN Pasanggrahan II Kecamatan So

Tujuan Penelitian adalah untuk menganalisis hubungan sikap siswa terhadap mata pelajaran matematika pada siswa kelas IV, menganalisis hubungan motivasi dengan hasil belajar matematika pada siswa kelas IV, dan menganalisis hubungan sikap dan motivasi belajar siswa dengan hasil belajar matematika siswa kelas IV SDN Pasanggrahan II. Sampel yang digunakan adalah 35 orang, yaitu kelas IV C. Variabel penelitian ini adalah bebas, yaitu Sikap Siswa ( X1 ) dan Motivasi Belajar (X2), sedangkan variabel terikatnya adalah hasil belajar matematika (Y). Pengukuran variabel dengan menggunakan skala likert untuk sikap dan motivasi serta tes PTS untuk hasil belajar matematika siswa. Hasil uji coba Reliabilitas untuk sikap 0,896, Reliabilitas untuk motivasi adalah 0,856, dan Reliabilitas untuk hasil belajar matematika diperoleh nilai sebesar 0,861. Hasil penelitian menunjukkan bahwa (1) bahwa korelasi sikap terhadap hasil belajar matematika menunjukkan angka 0,560, artinya terdapat hubungan yang positif antara variable sikap belajar terhadap hasil belajar matematika, (2) korelasi motivasi belajar terhadap hasil belajar matematika menunjukkan angka (-) 0,138. Artinya, hubungan antara motivasi belajar siswa terhadap hasil belajar matematika siswa adalah “Sangat Rendah”. Sementara tanda minus pada angka korelasi menunjukkan bahwa korelasi berhubungan terbalik artinya bila nilai motivasi meningkat maka nilai hasil belajar matematika akan menurun begitu pula sebaliknya. Dari tabel ANOVA kita dapatkan FHitung = 3,929 > FTabel = 3,340, maka H0 ditolak dan menerima Ha yang artinya variable sikap belajar dan motivasi belajar siswa secara simultan berpengaruh terhadap hasil belajar siswa.

An exploration of ako-rich teaching practices in an English-medium mathematics classroom drawing from the voices of Year 9 and 10 students, and their parents

<p>Ako is a traditional Māori concept underpinned by the notion of reciprocity. Ako-rich teacher practices are considered important for creating culturally responsive classroom learning environments, particularly for Indigenous Māori students. The confident implementation of teacher practices that reflect ako, gleaned from information provided in policy documents and professional development programmes, has proven challenging for many English-medium teachers. To help assist adoption of teaching practices consistent with ako, this study explored ways a Pakeha teacher could demonstrate ako-rich teacher behaviour indicator elements within student–teacher and parent–teacher interactions. A mixed method ethnographic approach underpinned by sociocultural and kaupapa Māori theories was selected for this research carried out in a multiethnic junior secondary school mathematics classroom (Māori, New Zealand European/Pākehā, Asian). The sample comprised of the study teacher from a large, urban, English-medium school, one of the researcher’s Year 9 mathematics class, one of the researcher’s Year 10 mathematics class, and some students’ parents. Two data collection periods were used: the second of four 10-week school terms, over two consecutive years. Each data collection period included classroom observations, student surveys, student and parent interviews, teacher reflection, and cultural advice. Within a holistic context of ako in mathematics, characteristics of ako-rich interactions were found to fit within three aspects of teacher practice where the teacher positioned themselves as a learner who gained knowledge by researching on their own, interacting with students, and interacting with students’ parents. The notion of reciprocity within ako was realised in this model when participants were recognised as individuals who have valuable knowledge to share, contributing to the collective knowledge generated in the classroom. There is evidence that, for many students, mathematics teachers can enhance students’ engagement and enjoyment of mathematics by explicitly using ako-rich practices in the classroom. Evidence also indicates that positive parent–teacher partnerships were encouraged by ako-rich teacher practices, inside and outside of the classroom. This research has shown that by explicitly practicing ako-rich behaviours in early secondary mathematics classrooms, shared understandings developed between students and teachers facilitated positive student experiences, which were accompanied by increased student engagement and achievement. Moreover, this research has also shown that shared understandings that developed between the students’ parents and the teacher through ako-rich teacher behaviours encouraged positive and reciprocal partnerships that facilitated parents’ involvement in their children’s mathematics learning. The ako in mathematics model can be used by teachers, school leaders, and teacher educators to increase their confidence in understanding how to more authentically bring life to the rich Māori concept of ako in mathematics classrooms.</p>

An exploration of ako-rich teaching practices in an English-medium mathematics classroom drawing from the voices of Year 9 and 10 students, and their parents

<p>Ako is a traditional Māori concept underpinned by the notion of reciprocity. Ako-rich teacher practices are considered important for creating culturally responsive classroom learning environments, particularly for Indigenous Māori students. The confident implementation of teacher practices that reflect ako, gleaned from information provided in policy documents and professional development programmes, has proven challenging for many English-medium teachers. To help assist adoption of teaching practices consistent with ako, this study explored ways a Pakeha teacher could demonstrate ako-rich teacher behaviour indicator elements within student–teacher and parent–teacher interactions. A mixed method ethnographic approach underpinned by sociocultural and kaupapa Māori theories was selected for this research carried out in a multiethnic junior secondary school mathematics classroom (Māori, New Zealand European/Pākehā, Asian). The sample comprised of the study teacher from a large, urban, English-medium school, one of the researcher’s Year 9 mathematics class, one of the researcher’s Year 10 mathematics class, and some students’ parents. Two data collection periods were used: the second of four 10-week school terms, over two consecutive years. Each data collection period included classroom observations, student surveys, student and parent interviews, teacher reflection, and cultural advice. Within a holistic context of ako in mathematics, characteristics of ako-rich interactions were found to fit within three aspects of teacher practice where the teacher positioned themselves as a learner who gained knowledge by researching on their own, interacting with students, and interacting with students’ parents. The notion of reciprocity within ako was realised in this model when participants were recognised as individuals who have valuable knowledge to share, contributing to the collective knowledge generated in the classroom. There is evidence that, for many students, mathematics teachers can enhance students’ engagement and enjoyment of mathematics by explicitly using ako-rich practices in the classroom. Evidence also indicates that positive parent–teacher partnerships were encouraged by ako-rich teacher practices, inside and outside of the classroom. This research has shown that by explicitly practicing ako-rich behaviours in early secondary mathematics classrooms, shared understandings developed between students and teachers facilitated positive student experiences, which were accompanied by increased student engagement and achievement. Moreover, this research has also shown that shared understandings that developed between the students’ parents and the teacher through ako-rich teacher behaviours encouraged positive and reciprocal partnerships that facilitated parents’ involvement in their children’s mathematics learning. The ako in mathematics model can be used by teachers, school leaders, and teacher educators to increase their confidence in understanding how to more authentically bring life to the rich Māori concept of ako in mathematics classrooms.</p>

Learning Through Whatsapp During The Covid-19 Pandemic: A Case Study

The COVID-19 pandemic forced lockdowns that severely affected the educational sector. The necessary shift to online learning was hindered in countries that lack communication technologies. In addition, the inadequate media and information literacy among educators and students alike exposed deficiencies in disaster preparedness. This resulted in the use of commonly used applications, such as WhatsApp, as a learning platform. We hereby present the learning experience of a mathematics class of the 10th grade through WhatsApp in a Lebanese public school. After analysis, we assess the initiative using the Rubric for eLearning Tool Evaluation. Although WhatsApp, as a learning tool, was functional, accessible, and technically effective, it hindered the learning experience with the lack of social, teaching, and cognitive presence. We offer our insights and recommendations on improving the learning and communication experience as we continue to navigate the current and any future pandemic.

Les effets d’une approche littératiée sur la communication orale en classe de mathématiques de 7e/8e année dans un programme d’immersion française

Résumé Cet article traite des principaux résultats d’une étude ayant comme objectif de mesurer les effets d’une approche littératiée sur les habiletés de communication orale en langue seconde lors d’un cours de mathématique dans une classe de 7e/8e année dans un programme d’immersion française précoce au Manitoba, Canada. Certains tests paramétriques ont démontré un effet positif sur la structure syntaxique à l’oral, ce qui suggère que l’approche littératiée peut jouer un rôle clé dans la facilitation du raisonnement mathématique en contexte immersif. Abstract This article reports the primary results of a study exploring the effects of a literacy-based approach on oral accuracy in second language during a Grade 7/8 mathematics class in a French Immersion program in Manitoba, Canada. Some of the parametric tests showed a positive effect on sentence structure in oral communication, which suggests that a literacy-based approach can play a key role in the facilitation of mathematical reasoning in an immersion setting.

Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment

Learning is a non-deterministic complex dynamical system where students transform inputs (classes, assignments, personal work, gamification activities, etc.) into outcomes (acquired knowledge, skills, and competencies). In the process, students generate outputs in a variety of ways (exams, tests, portfolios, etc.). The result of these outputs is a grade aimed at measuring the (level of) competencies achieved by each student. We revisit the relevance of continuous assessment to obtain this grading. We simultaneously investigate the generated outputs in different moments as modifiers of the system itself, since they may reveal a variation of the level of competencies achievement previously assessed. This is a novelty in the literature, and a cornerstone of our methodology. This process is called a Dynamical Continuous Discrete assessment, which is a form of blended assessment that may be used under traditional or blended learning environments. This article provides an 11-year perspective of applying this Dynamical Continuous Discrete assessment in a Mathematics class for aerospace engineering students, as well as the students’ perception of continuous assessments.

Learning Through Redesigning a Game in the STEM Classroom

Background Play is an important part of the childhood. The learning potential of playing and creating non-digital games, like tabletop games, however, has not been fully explored. Aim The study discussed in this paper identified a range of activities through which learners redesigned a mathematics-oriented tabletop game to develop their ideas and competencies in an integrated STEM (science, technology, engineering, and mathematics) class. Method Third and fourth graders worked as teams to make changes on Triominos over a period of six weeks. Considering what could be changed from the original game, each group provided a different design for Triominos to accommodate the changes introduced. We gathered data through weekly observations of two classes (about 45 learners, ranging from age eight to ten) in a west-Canada school. In this paper, we present the works of three groups of three teammates. Results We found that any change made by learners not only influenced mechanics, dynamics, and aesthetics of the game but also helped engage learners, encourage unconventional ideas, promote learning, and solve problems. Based on our findings, we suggest redesigning games facilitated learners deepen their understanding of mathematical concepts as part of a designed game system in STEM classes.