International Journal of Trends in Mathematics Education Research
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Development of SOP (Simulation of Proportion) Learning Media: Simulation Based Sticker Book on Direct and Inverse Proportion
No full textThe objective of this research is to develop a valid, practical, and effective sticker book as learning media on proportion. The name of the learning media is SOP (Simulation of Proportion). This research used research and development approach and ADDIE model which consists of five steps (1) Analyze, (2) Design, (3) Develop, (4) Implement, (5) Evaluate. The subjects of validity test were an expert validator and a practitioner validator. The subjects of pilot study were five 7th grade students out of the subjects of field study. The subjects of field study are 30 students of VII A in SMPN 1 Blitar who have heterogeneous ability. The validation score of SOP attained 3.59, student worksheet attained 3.65, lesson planning attained 3.56, and evaluation test attained 3.61 which implies that they are valid. The score of pilot test attained 3.5 which implies SOP is practical and ready to be applied in the field study. The practical score attained 3.33 implies SOP is practical. Meanwhile, 90% of field study subjects passed the evaluation test with 80 as the criteria of minimum score which implies SOP is effective. Based on the result explained, it can be concluded that SOP (Simulation of Proportion) is valid, practical, and effective such that proper to be applied as learning media for students
Enhancing students’ understanding of linear equation with one variable through teaching
Get PDFThe objective of this study is to enhance students’ understanding of solving linear equation with one variable through teaching using balancing model. To achieve this research objective, design-based research approach was chosen. The target population of the study was grade five students and their mathematics teacher. From this population, the participants of the study were grade five section A students and their respective mathematics teacher who were selected using simple random sampling and comprehensive sampling techniques, respectively. The data were collected through observation, teacher made tests and interview. The test results were analyzed using paired samples t-test and percentage, and the interview and classroom observation data were analyzed through thematic description. Findings showed that most students performed better in the post-test as compared to the pre-test, and most students came to use more flexible strategies to solve linear equation after a series of learning attempts made using balancing model. Moreover, the students and their mathematics teacher showed positive attitude towards learning linear equation through balancing model. On the basis of these findings, the researchers have forwarded relevant recommendations in the paper
The Impact of Silozi Language on the Teaching of Numeracy in the Zambezi Region
Get PDFThe study reports on the challenges lower primary numeracy teachers in the Zambezi Region face when using Silozi language as a medium of instruction. The use of Silozi language as a medium of instruction is part of the Namibian language policy in schools. In the Zambezi Region, Silozi, a lingua franca is considered predominant. The findings of the study show that teachers were unable to interpret the concepts in the curriculum and learners could not express their ideas using the lingua franca. However, when Numeracy questions were presented to the learners in symbolic form and in their mother tongue, they did not face challenges in understanding the questions. The study uses the socio-cultural theory as theoretical framework
Development LKPD Based on Open-Ended in Improving Critical Thinking Skills
No full textThis research and development aims to develop LKPD based on open-ended and test its effectiveness on critical thinking skills in mathematics. This development phase begins with research and information gathering, planning, initial product form development, initial field testing, major product revisions, and main field testing. The subjects of this study were the eighth grade students of Al-Huda Jati Agung Junior High School in the academic year 2019/2020. The effectiveness test was conducted to determine the effectiveness of LKPD on the ability to think critically mathematically. The LKPD based on the open-ended developed was suitable for use in the excellent category based on the results of the validation of two expert validators. Preliminary field trial results indicate that LKPD is included in the good category. Field test results show that the average increase in students 'critical thinking skills in mathematics using LKPD on an open-ended basis is higher than the increase in average students' critical thinking skills in mathematics that do not use LKPD based on open-ended, so it can be concluded that LKPD based on open-ended effective for improving students' critical thinking math skills
The Development of Problem Solving To Improve Understand Mathematical Concepts
Get PDFThis study aims to 1) develop a problem solving learning model that is oriented towards the ability to understand mathematical concepts, 2) test the feasibility of a model developed on algebraic function derived material, and 3) test the effectiveness of the product of development. This study refers to the Research and Development procedure of Borg and Gall which is simplified into six stages and the resulting product is refined with ASSURE learning design theory. Data were analyzed with qualitative descriptive methods and cognitive learning outcomes with normalized N-gain to determine the effectiveness of the model, Independent t-test to determine differences in learning outcomes. The results were obtained through tests of mathematical concept understanding ability. The results showed that 1) the development of the learning model was carried out with due regard to the components of the model, 2) the results of the development of the learning model were feasible to be applied to the material derived from algebraic functions, 3) the developed learning model was able to improve the ability to understand mathematical concepts. The results of the study can be concluded that the problem solving learning model oriented on the ability to understand mathematical concepts is more effective than conventional learning models
A Historical Analysis of The Padovan Sequence
Get PDFIn the present text, we present some possibilities to formalize the mathematical content and a historical context, referring to a numerical sequence of linear and recurrent form, known as Sequence of Padovan or Cordonnier. Throughout the text some definitions are discussed, the matrix approach and the relation of this sequence with the plastic number. The explicit exploration of the possible paths used to formalize the explored mathematical subject, comes with an epistemological character, still conserving the exploratory intention of these numbers and always taking care of the mathematical rigor approache
Gender Differences in the Language of Mathematics in Secondary Schools
Get PDFThis study investigated gender difference in students’ understanding of the language of mathematics at ordinary secondary school level in Tanzania. The participants were 489 students from 8 ordinary secondary schools. An achievement test that comprised of the language of mathematics and algorithmic skill tests was administered. The findings indicated that, there is no significance difference between boys and girls in the understanding of the language of mathematics. The participant students had a fair knowledge of mathematical terms with direct meaning in the common English language usage. It is recommended that, mathematics teachers should put into consideration the teaching of the language of mathematics in mathematics classrooms and equally encourage both boys and girls to understand the language of mathematics
O – Level Mathematics and Science Teachers’ Alignment of STEM Skills Oriented Instructional Objectives with Assessment in a High Stakes Examinations Environment
Get PDFIn any school context, teaching and learning should be guided by objectives developed, and used by the teacher. These objectives are benchmarks by which the learning process is assessed. The teacher plays a dual role of assisting learners to develop requisite skills for the world of work, and ability to obtain good grades in high stakes examinations. High stakes examinations are of critical importance to the learner, because they determine the future of the learner through grades which are awarded. The balance between satisfying the requirements of syllabus assessment objectives, and high stakes examinations depends on how the teacher develops and implements instructional objectives. In an attempt to gain insight, this study explored O-Level mathematics and combined science teachers’ alignment of science, technology, engineering and mathematics (STEM) oriented objectives with assessment in a high stakes examinations environment. Data were collected through interviews, observations and document analysis involving 10 mathematics and combined science teachers. Results suggest that, while teachers were aware of Mathematics and Combined Science syllabus requirements of aligning STEM oriented objectives with assessment, they devoted considerable time to preparation of students for high stakes examinations. However, the quality of preparation was questionable, measured against Bloom’s Taxonomy of educational objectives. Teachers tended to use drilling methods, the aim being production of high grades in high stake examinations, with little focus on understanding and application of knowledge in real life situations. It is recommended that teachers should include higher order STEM oriented instructional objectives aligned with assessment in order to prepare learners for the real world of work
Mathematical Critical Thinking Abilities of Middle School Students in Tidore Based on Gender and Background
Get PDFThis study was conducted to answer the question, "What is the description of the mathematical critical thinking ability of middle school students in Tidore city based on gender and background?". This question is essential to answer because it is motivated by the mathematical performance of students in Tidore is low nationally and is reinforced by the results of the 2015 and 2018 PISA and OECD surveys. Gender is used as a distinguishing factor because this factor is still culturally rooted in this area and affects the role of society in life socially. Tidore comprises three significant communities, namely coastal, urban, and mountainous communities, each of which has a unique pattern of social life. Therefore, researchers also use "background" as a distinguishing factor. Data collection was carried out in three schools representing the three communities using a questionnaire, math problems (arithmetic, geometry, algebra), and semi-structured interviews on two subjects (male and female) in each location. The results of the analysis show, based on gender and background the ability of students to think critically mathematically are categorized as sufficient (close to less) with a mathematical critical thinking (MCT) achievement ratio of 0.27. Male subjects had an achievement ratio of 0.3 (sufficient) higher than female subjects of 0.24 (insufficient). Based on the background subjects from urban areas had the highest MCT achievement ratio of 0.49 (sufficient) while the subject achievement ratio of the coast and mountains were 0.17 (insufficient) and 0.15 (insufficient), respectively
The Representation of Students' Mathematical Concepts in Algebraic Problems Solving Based on Mathematical Ability
No full textThis study aims to describe the representation of students' mathematical concepts in solving algebraic problems based on mathematical ability. This study is exploratory descriptive qualitative with four junior high school students as subjects. Data were collected using a task-based interview and analyzed using qualitative data analysis techniques through data reduction, data presentation, and drawing conclusions. The mathematical ability is categorized into high and low. The results show that differences in mathematical ability has no real effect on the representation of mathematical concepts of students in algebraic problem solving. Proved by all subjects (low and high mathematical abilities) are able to solve algebraic problems using verbal, symbolic, imagistic, and notational formal representations. However, there is a difference on the model of mathematical representation used. Students with high ability prefer to use conceptual representations using conventional standard notations, while those with low mathematical ability tend to use pictorial representations using non-standard illustrations