Development of Social Arithmetic Teaching Materials Using IT-Based PMRI Approach for SMP Students

This study aimed to develop teaching materials using an IT-based PMRI approach for junior high school students. The type of this research was a research and development model. This study employed the ADDIE development model consisting of five stages: analysis, design, development, implementation, and evaluation. The teaching materials were validated by material experts and media experts before being tested. In addition, this study involved a student response questionnaire investigating the IT-based teaching materials. The validity of teaching materials revealed an average score of 4.40 determined by the results of the teaching material assessment conducted by two expert lecturers, and an average score of 4.80, determined by the results of the teaching material assessment conducted by mathematics teachers at SMP Negeri 56 Palembang. The practicality of teaching materials (student books) had an average score of 4.27 determined by the students' responses to teaching materials. The results of validating material experts, media experts, subject teachers, and student response questionnaires indicated that the teaching materials developed were valid and practical. Overall, this study has shown that the teaching materials developed are very suitable for learning. In addition, the teaching materials developed can improve student learning outcomes on arithmetics materials.

The Committee of Fifteen and the First Movements about the Teaching of Algebra in the Brazilian Primary School

At the end of the XIX century, movements that propose the reform of the primary school in the United States are started. The aim of this paper is to find out what changes proposed to the American teaching of mathematics are, specifically about the teaching of algebra and the knowledge related to it, while seeking indications of the circulation of those ideas in Brazil. To perform an historiographic research, which aims to the writing of a historic narrative, we use the theoretical contributions of the Cultural History based on Burke and Chartier and the studies about the circulation and appropriation of ideas by Oliveira and Warde. As sources of the research are the reports of those movements, textbooks on algebra and arithmetic teaching, notes from a conference given by Othello S. Reis about the insertion of algebra in the primary school, and other documents. It was found that a Committee of fifteen was created to propose changes in the U.S. primary school because of a previous study, done by the Committee of ten. One of the proposals of both committees can be highlighted: the teaching of algebra topics in the two last years of the primary school. The ideas of the committee about algebra were brought to Brazil, in an explicit way, in one conference presented by Othello S. Reis, and it was revealed that those ideas had already been presented in Antonio Trajano’s textbooks, in editions that preceded the committee’s study.

Apropriações de Dewey na Educação Matemática: Estudo de um Livro de Aritmética para o Ensino Primário

O presente artigo tem como foco o primeiro volume da série The Alexander-Dewey arithmetic, voltado ao ensino primário. Tal série teve Georgia Alexander como autora, John Dewey como editor e foi publicada nos anos 1920 nos EUA. O objetivo foi explorar a tradução do pensamento de Dewey no ensino de aritmética no primário no interior do primeiro volume da referida série. Buscou-se estabelecer diálogo com outras obras de Dewey, principalmente os livros How we think (1910) e The school and society (1899), para tanto mobilizando a noção de apropriação e problematizando questões relacionadas à produção escrita e ao processo editorial, com base em autores como Roger Chartier e Peter Burke. Dentre as constatações, percebe-se que o livro de aritmética analisado estrutura a apresentação dos conteúdos e o desenvolvimento das atividades privilegiando a introdução social. Ainda incentiva o aluno enquanto sujeito de sua aprendizagem. Outros elementos fortemente presentes são o recurso à indução e a situações concretas. Tais características podem ser associadas ao pensamento de Dewey, tendo como elemento reforçador o fato que ele foi editor da série.Palavras-chave: John Dewey. Educação Progressiva. The Alexander-Dewey Arithmetic. Introdução Social.AbstractThe focus of the following article is the first volume of the series The Alexander-Dewey arithmetic, designed to primary school. The series was published in the 1920s in the USA, Georgia Alexander was the author and John Dewey was the editor. The aim of the article is to explore the translation of Dewey’s thought in the arithmetic teaching in primary school according to the first volume of the aforesaid series. In order to establish a dialogue with other Dewey’s works, the main references were the books How we think (1910) and The school and society (1899). The analysis was developed based in the notion of appropriation and inquiring about aspects of writing production and publishing process, relying in such authors as Roger Chartier and Peter Burke. It is possible to say that the analysed arithmetic textbook organizes the insertion of the subjects and the development of activities focusing the social introduction. It also stimulates the pupils to be active in the learning process. Some other elements that stand out are induction based introductions and concrete examples. Such characteristics can be traced to Dewey’s thought, which can be reinforced by the fact he was the editor of the series.Keywords: John Dewey. Progressive Education. The Alexander-Dewey Arithmetic. Social Introduction.

“A I Conferência Nacional de Educação (Curitiba, 1927) como Possibilidade…”: Três Ensaios para Pensar a História da Educação Matemática

A I Conferência Nacional de Educação (Curitiba, 1927) tem se constituído como cenário de investigação para diversas pesquisas. Entretanto, não se identificam pesquisas que se voltaram a analisar a emergência de experts em educação e a problematizar o papel desses sujeitos como vetores de objetivação de saberes na formação e no ensino. Neste texto, a partir de olhares diferenciados de seus autores, são apresentados três ensaios pautados no encontro entre a I Conferência Nacional de Educação e a história da educação matemática nos quais se busca: 1. Considerar a primeira Conferência como possibilidade para pensar a configuração de experts e a solicitação da expertise em educação no Brasil; 2. Apresentar uma tese da I Conferência Nacional de Educação sobre o ensino de Aritmética, um convite a pensar questões do ensino primário do início do século XX; e, finalmente, 3. Traçar uma breve discussão sobre as contribuições do estudo derivado de documentos da I Conferência Nacional de Educação para pensar questões da pesquisa em História da educação matemática no Brasil.Palavras-chave: Década de 1920. Educação Matemática. Ensino de Matemática. Experts em educação. História do Ensino de Matemática.AbstractThe I National Conference of Education (Curitiba, 1927) has been constituted as research scenario for several researches. However, we do not identify researchers that has returned to analyze the emergence of experts in education and to problematize the role of these subjects as vectors of objectification of knowledge in formation and teaching. In this text, from the standpoint of its authors, three essays are presented based on the meeting between the First National Conference of Education and the history of mathematical education in which one seeks: 1. To consider the First Conference as a possibility to think the configuration of experts and the request of expertise in education in Brazil; 2. Present a thesis of the First National Conference on Education on Arithmetic teaching, an invitation to think about primary school issues of the early twentieth century; and finally 3. Draw a brief discussion on the contributions of the study derived from documents of the First National Conference of Education to think questions of research in History of mathematical education in Brazil.Keywords: 1920s. Mathematics Education. Mathematics Teaching. Experts in Education. History of Mathematics Teaching.

Pengembangan Bahan Ajar Matematika Berbasis Ekonomi Syariah Untuk Madrasah Tsanawiyah

This research aims to develop mathematical teaching materials based on sharia economy for madrasah tsanawiyah students with good quality. The method used in the study is the development model adapted from Borg & Gall is the preliminary stage, development, and validation. The preliminary stage includes literature studies, analysis of the needs and characteristics of students, and to plan and choose the design of teaching materials. The development phase includes determining the competence standard, basic competence, indicators, and the subject matter, compiling teaching materials math, and prepare research instruments. The validation phase includes validation expert and revisions. Results of the study are social arithmetic teaching materials based on sharia economy. Each material begins with the problem of economic comparison of Islamic and conventional. The feasibility of the value of teaching materials is Very Good for aspects of the look and Very Good for the material aspects. With these criteria very well, teaching materials are feasible for use in the learning of mathematics in the social arithmetic material.

The books of problems in arithmetic by Mikas Petrauskas

Teacher Mikas Petrauskas (1908?) was the last author having published his books of problems in arithmetic for I-III forms of primary school in Independent Lithuania before the World War Two. As books of problems by other authors of the said period, the books of problems by M. Petrauskas distinguished themselves for expressed integration of arithmetic teaching with the real life of the pupils. The books of problems were used in Lithuania during the World War Two and at schools for children of war refugees in the post-war period at West Germany. M. Petrauskas was the only author that dared to publish reviewed books of problems in post-war Soviet Lithuania. However, the said review was not natural and integration with the real life was engaged considerably in the political aspect. The attempts were ineffective: within 5 years, books of problems by M. Petrauskas were displaced from Lithuanian schools by the ones approved in Moscow and translated from Russian.