Developing mathematical power: A case study

Phillips, Eileen; Anderson, Ann

doi:10.1080/0300443930960111

Cited by 13 publications

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“…The current Mathematics education reform focuses on the development of the "mathematical power" of each child [6] (NCTM, 1989 of character); mathematical power can be developed in very young children [7] (Phillips & Anderson 1993;Mueller and Lourdes, 2005). From one of the observations conducted in Surakarta, the results of the students' low self-esteem are: 1) there are 2 students (6.67%) who dare to express their opinion, 2) as many as 4 students (13.33%) want to ask if they do not understand the material, and 3) as many as 10 students (33.33%) dare to solve problems in front of the class [1].…”

Section: Introductionmentioning

confidence: 99%

“…Therefore self-confidence that requires a person to manage the deficiencies and strengths existing in a personality cannot be shown [6]. Belief in a person's ability generally increases motivation, making it a valuable asset for the individual with imperfect determination [7]. Also, parenting can be any interaction between a parent and a child [8].…”

Section: Introductionmentioning

confidence: 99%

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Improving Self-Confidence Through an Active Knowledge Sharing Model in Primary Schools

Kamil¹,

Jailani²

2019

Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018)

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This study aimed to describe the effect of the Active Knowledge Sharing model and scientific approach on the self-confidence of fourth-grade students in primary schools. It was quasi-experimental research with a nonequivalent control group pretest-posttest design. This study used two experiment groups (Active Knowledge Sharing Model) and two control groups (ordinary learning). The population in this study consisted of the experiment group (State Primary School SDN Balangan 1 and SDN Sendangharjo) and the control group (State Primary School SDN Balangan 2 and SDN Kebonagung). The researchers collected the data using non-test instruments in the form of a questionnaire to measure the students' self-confidence level. The data normality was tested using Kolmogorov-Smirnov, and the homogeneity was checked by applying Box's M. The data was analyzed using an independent sample t-test. The result shows that the significance value (sig.) of the dependent variable (self-confidence) is less than 0.05 (0.008<0.05). It means that H0 is rejected and Ha is accepted, implying that there is a difference in the student's self-confidence between the experiment classes and the control class.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Improving Self-Confidence Through an Active Knowledge Sharing Model in Primary Schools

Kamil¹,

Jailani²

2019

Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018)

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“…The ability to engage in importance of higherorder thinking is needed by our young people for the challenges of the 21 th century (Griffin, McGaw & Care, 2012in Kusmaryono & Suyitno, 2015. Mathematical power can be developed from the level of very young children and the mathematics power has become an important goal of present mathematics learning (Diezmann, Watters, & English, 2001;NCTM, 1989a;Phillips & Anderson, 1993).…”

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confidence: 99%

Evaluation on Dispositional Mental Functions of Cognitive, Affective, and Conative in Mathematical Power Problems-Solving Activity

Khuziakhmetov¹

2018

JME

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This research used mixed method with sequential explanatory strategy. This research aimed to (1) determine average achievement score in mathematical power ability test, (2) determine the mean score of mathematical disposition obtained from student's mathematics learning, (3) find out the influential existence of student mathematical disposition on mathematical power ability, (4) evaluate the achievement of indicators of dispositional mental function, and (5) describe the relation of mathematics dispositional mental function on students mathematical power in problem solving. Data source was 30 (thirty) eighth graders from a junior high school in Semarang, Indonesia. Methods of data collection were test, questionnaire, observation, and interview. Results of the quantitative study showed that mathematical disposition (X) had a significant (52.8%) influence on the ability of mathematical power (Y) by linear regression equation model Y = 34.022 + 0.442X. Results of the qualitative study indicated there was an internal consistency among three mental functions of mathematical disposition. Reciprocal relation also occurred between mathematical power and mathematical disposition.

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“…Hwang, et.al (2007), in a study entitled influence the ability of multiple representations and creativity to solving mathematical problems using (Syaban, 2009). & Anderson, 1993;NCTM, 1989;Diezman, 2005).…”

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confidence: 99%

The Role of Mathematical Representation and Disposition in Improving Students' Mathematical Power

2016

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The success of students in problem solving is highly dependent on the ability of students representing each developmental problems and a higher representation influenced by other representations. The aim of research to uncover and describe the capabilities and dispositions mathematical representation based on the students' mathematical power. The subjects were students (prospective teachers of mathematics) academic year 2015/2016 Mathematics Education Department, Sultan Agung Islamic University. The numbers of students in this study were 29 students. The data collection technique using a mathematical representation tests, mathematical disposition questionnaires and interviews. The study concluded that the representation is affected by the disposition of the mathematical aspects of a person, through a positive disposition will help increase students' understanding of mathematical concepts. Furthermore, the mathematical representation will improve communication skills, perform conjecture and troubleshooting. In general disposition and mathematical representation was instrumental in enhancing the competence of the students' mathematical power.

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Developing mathematical power: A case study

Cited by 13 publications

References 0 publications

Improving Self-Confidence Through an Active Knowledge Sharing Model in Primary Schools

Improving Self-Confidence Through an Active Knowledge Sharing Model in Primary Schools

Evaluation on Dispositional Mental Functions of Cognitive, Affective, and Conative in Mathematical Power Problems-Solving Activity

The Role of Mathematical Representation and Disposition in Improving Students' Mathematical Power

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