Local Instruction Theories at the University Level: An Example in a Linear Algebra Course

Cárcamo, Andrea; Fuentealba, Claudio; Garzón, Diego

doi:10.29333/ejmste/108648

Cited by 3 publications

(7 citation statements)

References 31 publications

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“…Andrews-Larson et al's (2017) research was conducted in an introductory class to linear algebra at a public university in the southwestern United States. Similar research was also carried out by Cárcamo et al (2019), which formulated a Local Instruction Theory (LIT) to support constructing the concepts of spanning set and span in Linear Algebra with first-year engineering students. Both of them use the RME principle to design advanced mathematics learning.…”

Section: The Present Studymentioning

confidence: 93%

“…Several previous studies have examined and focused on learning matrices' problems both descriptively (e.g., Kusuma et al, 2018;Lesmana et al, 2015;Suastika, John, & Utami, 2015) as well as with specific interventions (Andrews-Larson et al, 2017;Cárcamo et al, 2019;Parta, 2016). For example, research conducted by Andrew-Larson and colleagues (Andrews-Larson et al, 2017) who designed Hypothetical Learning Trajectory (HLT) intending to support students in developing flexible ways of reasoning about matrices as linear transformations in the context of introducing linear algebra.…”

Section: The Present Studymentioning

confidence: 99%

“…In contrast to its urgency, matrices are one of the most challenging and difficult mathematics topics for students at the high school (Aygör & Burhanzade, 2014;Kusuma et al, 2018;Lesmana et al, 2015) and higher education levels (Andrews-Larson et al, 2017;Cárcamo et al, 2019;Carlson, 1993). As the first author's experience as a teacher for 16 years in high school, the pattern of student difficulties in this material is that students have not been able to apply the matrices' concept to solve context-based problems, provide context-based examples, and rarely know the benefits of matrices in everyday life.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Using Context to Learn Matrices Concepts Meaningfully

Purnomo

Rahmawati²,

Kadir³

2021

Int. J. Emerg. Math. Educ.

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Mathematical concepts will be embedded if they can be imagined and appear in everyday life. Therefore, this study aims to develop Local Instructional Theory in context-based matrices' learning. Design research is adopted to achieve these objectives. The design research has three stages, namely, preliminary experiment, teaching experiment, and retrospective analysis. The study was conducted at a high school in Tangerang Selatan, Province of Banten, Indonesia. A preliminary teaching experiment was carried out in XI MIPA 1, and a teaching experiment was carried out in XI MIPA 2. The data was collected employing tests, observation, interviews, worksheets, and documentation in the form of video recordings, photos, and student journals. The results indicated that students were able to construct their concept of matrices through the context of favorites or hobbies (traveling and sport) as a starting point in compiling and defining matrices and continued with the matrices' multiplication concept (matrix scalar multiplication as repeated addition; terms and products of two matrices).

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Section: The Present Studymentioning

confidence: 93%

Section: The Present Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Using Context to Learn Matrices Concepts Meaningfully

Purnomo

Rahmawati²,

Kadir³

2021

Int. J. Emerg. Math. Educ.

View full text Add to dashboard Cite

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“…This difficulty stems from the teacher's teaching method relying only on formula memorization to understand the concepts (Prahmana, Zulkardi, & Hartanto, 2012). Therefore, it is deemed necessary to design a LIT that contributes to the learning and teaching process to tackle the difficulty of understanding concepts appropriate for the student's cognitive development (Carcamo et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, research on Local Instructional Theory (LIT) is still not widely studied at the junior high school level. LITs that have developed a lot include LIT in elementary school (Nickerson & Whitacre, 2010), high school (Meika et al, 2019), and at the university level (Sztajn et al, 2012;Larsen, 2013;Carcamo et al, 2019). In 21st century learning, STEM is essential to be developed in education, especially for junior high school students, accompanied by the design of learning trajectories to achieve learning goals.…”

Section: Introductionmentioning

confidence: 99%

A local instructional theory (LIT) for teaching linear equation through STEM instruction

Rohimah

Darhim²,

Juandi³

2022

jel

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Several previous types of research showed that students had obstacles in understanding the concept of linear equations. These obstacles occur because the designed learning cannot facilitate student learning trajectories, thus causing low learning outcomes. This research aimed to design and develop a learning trajectory for the linear equations in one variable material as a systematic set of activities through Science, Technology, Engineering, and Mathematics (STEM) instruction using a dynamo-powered toy car. This design is referred to as a Local Instructional Theory (LIT) in teaching the linear equations in one variable material. The research method used is the method of design research, following the stages of preliminary design, teaching experiment, and retrospective analysis. The research subjects in the teaching experiment were grade VII students of a state junior high school in Bandung City. Data were collected from various sources, namely student worksheets, teacher and student observation sheets, documentation, interview, and video recording of the learning course. This study analyzes the validity of the research through a qualitative research perspective, and reliability refers to the quality of the survey itself. The research results described the performance of the LIT-based design for linear equations in one variable learning in STEM instruction in four meetings. The research was concluded with the generation of one local instructional theory that is valid, practical, and effective in guiding a set of instructional activities to build an understanding of the linear equations in one variable material through STEM instruction using a dynamo-powered toy car.

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Exploring the synergy between instructional design models and learning theories: A systematic literature review

Abuhassna,

Adnan,

Awae

2024

CONT ED TECHNOLOGY

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To enhance education, we conducted a comprehensive investigation into integrating instructional design models (IDMs) and learning theories in this systematic literature review. We methodically selected and analyzed 25 publications from a pool of 1,102 documents using the preferred reportinfg items for systematic reviews and meta-analyses framework to guarantee a rigorous and systematic approach to literature selection. Our results demonstrate the worldwide span of study on this topic, including contributions from prestigious academic institutions and scholarly journals. This examination explores both the benefits and drawbacks of combining IDMs with learning theories. Noteworthy positives include increased student motivation, support for innovative teaching methods, and the development of complex and diverse learning environments. However, several shortcomings were observed. most notably relating to accessibility problems, evaluation difficulties, and questions about the adaptability of such integrated techniques. Our findings have implications for a broad range of stakeholders, including educators, instructional designers, and students functioning in a variety of educational contexts. The increase of learner motivation, the creation of novel pedagogical tools, the refining of teacher training programs, and the promotion of interdisciplinary learning methods are significant areas of focus. In addition, our evaluation uncovered a number of gaps in the current literature, indicating intriguing possibilities for future research. The examination of holistic learning environments, the untapped potential of integrated systems, the incorporation of educational robots into pedagogical tactics, and the refining of schema assessment approaches are notable research fields. By providing these insights, this systematic review not only adds to the current body of knowledge, but also has the potential to shape the future trajectory of educational practices, so acting as a significant resource for boosting learning outcomes in a variety of educational environments.

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Local Instruction Theories at the University Level: An Example in a Linear Algebra Course

Cited by 3 publications

References 31 publications

Using Context to Learn Matrices Concepts Meaningfully

Using Context to Learn Matrices Concepts Meaningfully

A local instructional theory (LIT) for teaching linear equation through STEM instruction

Exploring the synergy between instructional design models and learning theories: A systematic literature review

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