Exploring Student's in-depth Learning Difficulties in Mathematics through Teachers’ Perspective

Ramli, Fatimah; Shafie, Norazzila; Tarmizi, Rohani Ahmad

doi:10.1016/j.sbspro.2013.10.243

Cited by 22 publications

(15 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Looking at problems described above, the teacher should conduct a continuously innovative teaching process because it is one of the topics having the largest part of the curriculum. Several previous studies suggest that to use open problem-based and structured problem-based learning (Herman, 2007), problem solving of real world (Bayazit, 2013;Freudenthal, 1991), a constructivist approach, integrated learning and student-centered technology (Fatimah, Norazzila, & Rohani, 2013) collaborative learning (Adolphus, Alamina, Aderonmu, Education, & State, 2013) clinical interviews, error analysis, observation or video recording in resolving problem (Joseph, 2011), diagnostic tests , for improvement toward mathematical thinking ability (Herman, 2007) so that not only on the knowledge and application level, but also on the reasoning level. Therefore, Realistic Mathematic Education (RME) is one of the potential methods including open problem-based, problem solving of real world, collaborative learning and error analysis.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Realistic Mathematic Education on Students’ Conceptual Understanding of Linear Progamming

Hidayat¹,

Iksan²

2015

View full text Add to dashboard Cite

A number of national and international scale surveys showed that the mathematics achievements of Indonesian secondary school students were in the lower level. One of the indicators of this low achievement was the insufficient level of understanding of mathematical concepts of the students. Understanding of mathematical concepts could be integrated through Realistic Mathematics Education (RME). Therefore, the quasi-experimental study was conducted to examine the effectiveness of Realistic Mathematical Education towards the conceptual understanding of linear programming. The study also investigated the relationship between conceptual understanding and mathematics achievement and investigated the misconceptions on linear programming. This study involved 65 students of Madrasah Aliyah Negeri 1 Pekanbaru, Indonesia. Test conceptual understanding programming topics had Cronbach's alpha reliability of 0.80. The data were collected by using a test question conceptual understanding of linear programming. Quantitative data analysis involved a descriptive and inferential analysis using SPSS 21.0. The descriptive analysis included the percentage, mean and standard deviation while inferential analysis involving independent t-test and Pearson correlation analysis. The results revealed that there were significant differences between the treatment and control groups toward conceptual understanding. There was a significant relationship between conceptual understanding and mathematics achievement of linear programming. Misconception toward linear programming for the treatment group was lower than the control group. The implications of this study were useful for educators to help their students to understand concept of mathematics through open and contextual questions so that the students though through the mathematics, not worked in the mathematics.

show abstract

Section: Introductionmentioning

confidence: 99%

The Effect of Realistic Mathematic Education on Students’ Conceptual Understanding of Linear Progamming

Hidayat¹,

Iksan²

2015

View full text Add to dashboard Cite

show abstract

“…Different strategies can be advantageous in developing typical pupils who experience language difficulties (Krishnan et al, 2016). It implies learning, teacher should be a qualified facilitator or instructor (Ramli et al, 2013).…”

Section: Resultsmentioning

confidence: 99%

The Effective Way of Solving Problems of the Elementary School Pupils’ Learning Difficulties

Widodo

Ardhyantama

2020

JIS

View full text Add to dashboard Cite

The competence of the elementary school teacher candidates to solve the problem of the pupil's learning difficulties is essential, since in the school the teacher will solve the problems by himself. Therefore, direct practice is required for students to solve problems of learning difficulties. The purpose of this study is to describe the various ways that the students choose to solve the problem of the learning difficulties of elementary school pupils. The design of this study uses a qualitative descriptive approach through techniques of data collection in the form of observation, interview and questionnaire, while data analysis techniques use interactive analysis techniques. The results of this study indicate that the students' ability increases in solving learning difficulties of elementary pupils. In one hand, each student has an effective and unique way to solve the problem: improve the quality of oneself through prayer and learning, solve problems through a scientific approach and evaluate correcting mistakes and improving for better results.

show abstract

“…En primer lugar, las relaciones entre las atribuciones de los niños y de sus maestros en cuanto a su dificultad en la adición y sustracción muestran que el perfil atribucional del docente se relaciona con las explicaciones del niño sobre lo que sucede dentro del aula, mientras que el perfil atribucional del niño se relaciona con las atribuciones del maestro sobre amenazas provenientes del exterior al aula de clase (Tablas 1 y 2). La bipolaridad de este patrón tiene sentido desde el punto de vista ecológico, puesto que el docente presta atención a los despliegues del niño en el aula, mientras que el niño tiende a explicar su desajuste apoyándose en las advertencias del maestro sobre las amenazas externas que pueden afectarlo (Manassero y Vásquez, 1995;Ramli, Shafie y Tarmizi, 2013). Entre los maestros, esa preocupación por las amenazas que atentan contra el proceso de aprendizaje del niño (Factor 2 en Tabla 2) configura una preocupación central, lo cual genera ciertos patrones evaluativos coincidentes con lo que Knoblauch y Chase (2015) denominan el «error fundamental de atribución», que consiste en "sobreestimar los factores internos, disposicionales para explicar un evento, y subestimar los factores contextuales, situacionales" (Knoblauch y Chase, 2015, p. 106).…”

Section: Entorno De Interacción De La Escuelaunclassified

Trabajo Colaborativo Entre Profesores De Educación Diferencial Y Educación Básica en Una Escuela Municipal

Santamaría¹,

Espitia²,

Rojas³

et al. 2019

Paid

View full text Add to dashboard Cite

show abstract

Exploring Student's in-depth Learning Difficulties in Mathematics through Teachers’ Perspective

Cited by 22 publications

References 5 publications

The Effect of Realistic Mathematic Education on Students’ Conceptual Understanding of Linear Progamming

The Effect of Realistic Mathematic Education on Students’ Conceptual Understanding of Linear Progamming

The Effective Way of Solving Problems of the Elementary School Pupils’ Learning Difficulties

Trabajo Colaborativo Entre Profesores De Educación Diferencial Y Educación Básica en Una Escuela Municipal

Contact Info

Product

Resources

About