Deepening the Understanding of Mathematics with Geometric Intuition

Geometric intuition is one of the core concepts introduced by the new mathematical curriculum standards. It aims to use intuition and intuitive materials to deepen the understanding of mathematics in mathematical cognition activities. It does not only play a role in the learning of “graphics and geometry,’ but its’ irreplaceable role also involves the whole process of mathematics education. Therefore, if teachers can skillfully use geometric intuition in the teaching process, classroom efficiency will be greatly improved.

Redesigning Mathematical Curriculum for Blended Learning

The Coronavirus pandemic has thrown public schooling into crisis, trying to juggle shifting instructional modes: classrooms, online, home-schooling, student pods, hybrid and blends of these. This poses an urgent need to redesign curriculum using available technology to implement approaches that incorporate the findings of the learning sciences, including the emphasis on collaborative learning, computer mediation, student discourse and embodied feedback. This paper proposes a model of such learning, illustrated using existing dynamic-geometry technology to translate Euclidean geometry study into collaborative learning by student pods. The technology allows teachers and students to interact with the same material in multiple modes, so that blended approaches can be flexibly adapted to students with diverse preferred learning approaches or needs and structured into parallel or successive phases of blended learning. The technology can be used by online students, co-located small groups and school classrooms, with teachers and students having shared access to materials and to student work across interaction modes.

The Possibilities of Gamifying the Mathematical Curriculum in the Early Childhood Education Stage

The addition of gamification to the classroom as a methodological tool means that the teacher’s opinion about this has become an inflection point that can affect its use or not in the classroom. In this sense, the main objective of the present article is to explore the opinion of future Early Childhood education teachers on the use of this resource for the development of the mathematics curriculum at this education stage and to obtain an explanatory model that explains it. The design of the study utilized a descriptive perspective and a cross-sectional quantitative focus through a quantitative exploratory study. For data collection, an ad hoc questionnaire was utilized, which was administered to a sample of 232 teachers-in-training. The main result obtained was that the future early childhood education professionals considered that gamification could be a resource for the learning of specific mathematics contents, and this was shaped around a model of two elements. On one hand, the development of mathematical thinking, and on the other, the establishment of relationships between mathematical concepts. Lastly, we can conclude that elements such as age or gender do not determine the perception of the use of gamification in the early childhood education classroom.

An Analysis of Mathematical Critical-Thinking Ability: The Impact of DCT (Dialogue Critical Thinking) and Learning Motivation

The mathematical critical thinking ability is part of a very important mathematical curriculum. The purpose in this study was to analyze the influence of Deep DCT Learning and the motivation to learn from the mathematical critical thinking ability. Research in is a quantitative study with the type of Quasy experimental Design by using post-test only control. Sampling techniques are performed by means of Random Sampling. Data retrieval is done by giving post-Test and poll. The analysis test used is a two way variances analysis (ANAVA). Based on the research results analyzed that: There is an influence between Deep DCT Learning to the mathematical critical thinking ability, there is a high, moderate and low motivation influence on mathematical critical thinking Skills, There is no interaction between Deep DCT Learning and the motivation to learn the ability of critical thinking mathematically.

Ethnomathematical paths to Financial Educacion: analysing cultural traits of Deaf students

The results obtained from research look at the cultural traitsproduced by Deaf students concerning the development of their financial education are in accordance to the perspective of the Ethnomathematics Program. In this article, the authors outline the participants’ profile; and provide a brief description of grounded theory that forms the methodological design used to conduct this study by using specific coding procedures. The authors also emphasize the relation between ethnomathematics and deaf culture through the use of jargon and procedures used by Deaf students in the study of mathematical content related to Financial Education. We also present a diversity of ways of signing the same mathematical content in Brazilian Sign Language (Libras), as well the communicative differences that arise due to the use of these sign variations. The results obtained in this study show that ethnomathematics contributed to the understanding and awareness of the characteristics of Deaf Culture and its relations to school mathematics. Another contribution is that ethnomathematics and its pedagogical action acquired a relevant status in the elaboration of a mathematical curriculum and in the development of financial education for Deaf students.Keywords: Deaf Students. Deaf Culture. Ethnomathematics. Brazilian Sign Language. Financial Education.Rutas etnomatemáticas hacia la Educación Financiera: análisis de los rasgos culturales de los estudiantes Sordos Los resultados obtenidos de la investigación acerca de los rasgos culturales producidos por los estudiantes Sordos en relación con el desarrollo de su educación financiera están de acuerdo con la perspectiva del Programa de Etnomatemática. En este artículo, los autores presentan el perfil de los participantes y proporcionan una breve descripción de la teoría fundamentada que forma el diseño metodológico utilizado para llevar a cabo este estudio mediante el uso de procedimientos de codificación específicos. Los autores también enfatizan la relación entre la etnomatemática y la cultura de los sordos a través del uso de su lenguaje y los procedimientos utilizados por los estudiantes sordos en el estudio de contenidos matemáticos relacionados con la educación financiera. También presentamos una diversidad de formas de señalar el mismo contenido matemático en Lengua de Signos Brasileña (Libras), así cómo las diferencias comunicativas que surgen debido a la variación de estas señales. Los resultados obtenidos en este estudio muestran que las etnomatemáticas contribuyeron a la comprensión y conocimiento de las características de la Cultura Sorda y sus relaciones con las matemáticas escolares. Otra contribución es que la etnomatemática y su acción pedagógica adquirieron un estatus relevante en la elaboración de un currículo matemático y en el desarrollo de la educación financiera para estudiantes Sordos.Palabra clave: Estudiantes Sordos. Cultura Sorda. Etnomatemáticas. Libras. Educación Financiera.Caminhos etnomatemáticos para a Educação Financeira: analisando traços culturais de estudantes Surdos Os resultados obtidos nessa pesquisa sobre os traços culturais produzidos por alunos Surdos no desenvolvimento de sua Educação Financeira estão de acordo com a perspectiva do Programa de Etnomatemática. Nesse artigo, os autores descrevem o perfil dos participantes e apresentam uma breve descrição da Teoria Fundamentada nos Dados, que foi o design metodológico utilizado para conduzir esse estudo por meio de procedimentos específicos de codificação. Os autores também enfatizaram a relação entre a Etnomatemática e a Cultura Surda através do emprego de jargões e procedimentos utilizados por estudantes Surdos no estudo de conteúdos matemáticos relacionados à Educação Financeira. São apresentadas, também, distintas maneiras de sinalizar o mesmo conteúdo matemático na Língua Brasileira de Sinais (Libras), bem como as diferenças comunicativas que surgem devido à variação desses sinais. Os resultados obtidos nesse estudo mostram que a Etnomatemática contribuiu para a compreensão e conscientização das características da Cultura Surda e as suas relações com a matemática escolar. Ademais, salienta-se que a Etnomatemática e a sua ação pedagógica adquiriram um status relevante na elaboração de um currículo matemático e no desenvolvimento da Educação Financeira para alunos Surdos.Palavras-chave: Alunos Surdos. Cultura Surda. Etnomatemática. Libras. Educação Financeira.

PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA KELAS VII DI SMP NEGERI PANGKAJENE

AbstrakKemampuan pemecahan masalah merupakan bagian dari kurikulum matematika yang sangat penting. Model pembelajaran yang diterapkan dalam penelitian ini adalah model pembelajaran Problem Based Learning pada mata pelajaran matematika di kelas VII SMP Negeri 1 Pangkajene pada materi pecahan. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian pra-eksperimen. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Negeri 1 Pangkajene yang terdiri dari 12 kelas dengan jumlah siswa sebanyak 439 orang. Adapun yang menjadi sampelnya adalah siswa kelas VII. Aritmatika yang diambil dengan teknik purposive sampling. Penelitian ini dilaksanakan pada semester ganjil tahun ajaran 2017/2018. Penelitian ini dilaksanakan dalam 3 kali pertemuan. Hasil penelitian secara keseluruhan menunjukkan bahwa terdapat 15 orang siswa memperoleh nilai cukup, berarti (44.1%) siswa mendapat nilai pada rentang 55,00 – 69,99. Terdapat 17 orang siswa memperoleh nilai baik, berarti (50%) siswa mendapat nilai pada rentang 70,00 – 84,99. Dan terdapat 2 orang siswa memperoleh nilai sangat baik, berarti (5.9%) siswa mendapat nilai pada rentang 85,00 – 100. Dan nilai Fhitung > Ftabel (5.673 > 4.15), dengan taraf signifikansi 0.23, yang berarti bahwa terdapat pengaruh model pembelajaran problem based learning terhadap kemampuan pemecahan masalah matematika siswa kelas VII di SMP Negeri 1 Pangkajene. AbstractProblem-solving skills are part of a very important mathematical curriculum. Learning model applied in this research is Problem Based Learning (PBL) learning model in mathematics subject in class VII SMP Negeri 1 Pangkajene on fractional material. The type of research used in this study is pre-experimental research. The population of this study is all students of class VII SMP Negeri 1 Pangkajene consisting of 12 classes with the number of students as much as 439 people. The samples are the students of class VII. Arithmetic taken by purposive sampling technique. This research was conducted in the odd semester of academic year 2017/2018. This study was conducted in 3 meetings. Overall research results show that there are 15 students who get enough value, 44.1% students get the value in the range 55.00 - 69.99. There are 17 students who get good grades, 50% students get grades in the range 70.00 - 84.99. And there are 2 students who get very good value, 5.9% students get the value in the range 85.00 - 100. And the value Fcount> Ftable (5.673> 4.15), with significance level 0.23, there is influence model learning problem based learning on the ability of solving problems of mathematics of grade VII students at SMP Negeri 1 Pangkajene.