Supporting Students’ Understanding of Linear Equations With One Variable Using Algebra Tiles

Saraswati, Sari; Putri, Ratu Ilma Indra; Somakim, Somakim

doi:10.22342/jme.7.1.2814.19-30

Cited by 17 publications

(15 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings support the outcomes of previous studies (Agrawal & Morin, ; Saraswati et al, ; Richardson & Bachman, ). These studies have shown that the use of these mathematical manipulatives helps to increase student learning because they encourage relational thinking and promote algebraic reasoning.…”

Section: Discussionsupporting

confidence: 92%

“…Algebra tiles provide the students with a means to learn in an experimental way rather than simply studying abstract concepts from a book (Richardson & Bachman, ). It allows the teacher to use concrete models to introduce concepts, instead of focusing on instructional methods that encourage memorization (Caglayan, Olive, & Izsak, ; Saraswati, Ilma, & Putri, ).…”

Section: Related Workmentioning

confidence: 99%

See 1 more Smart Citation

Virtual Algebra Tiles: A pedagogical tool to teach and learn algebra through geometry

Garzón¹,

Bautista²

2018

Computer Assisted Learning

View full text Add to dashboard Cite

Learning and teaching algebra concepts are frequent problems for both students and teachers alike. Students struggle to learn algebra, and teachers struggle to identify the best way to teach algebra. It is recurrent that teachers use instructional methods that promote memorization, and, consequently, the learning process may prove unsatisfactory. This paper introduces Virtual Algebra Tiles, an open educational resource whose purpose is to enable students to use algebra tiles from a computer to enhance their knowledge of algebra concepts. To evaluate the effectiveness of the system, we designed a case study. The participants were 40 students of engineering degrees who were randomly assigned to experimental or control groups. Results indicate that the system has a large effect size (ES = 0.83, p < 0.001) on learning effectiveness and a promising long-term knowledge retention (ES = 0.79, p < 0.001). Students concluded that this version of algebra tiles is more motivating than other versions, because it is presented in a format that stands natural to them. Students feel more comfortable in virtual environments, and therefore, the learning process becomes a more pleasant task.

show abstract

Section: Discussionsupporting

confidence: 92%

Section: Related Workmentioning

confidence: 99%

Virtual Algebra Tiles: A pedagogical tool to teach and learn algebra through geometry

Garzón¹,

Bautista²

2018

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…It happens because the previous students have also completed the same thing in activity III, namely when finding the number of arithmetic series which guide them well in finding the concept of the number of geometric series. However, there was a group of students who were unable to complete this activity because they did not understand the operations of algebraic forms, especially adding and subtracting similar variables that were difficult to succeed in finding the concept of geometric series (Rachmawati et al, 2019;Saraswati et al, 2016). Therefore, the teacher tried to recall how to combine and replace variables to find a new concept, namely the formula for the number of geometric series.…”

Section: Discussionmentioning

confidence: 99%

Development of a local instructional theory for the sequences and series concept based on contextual teaching and learning

2022

View full text Add to dashboard Cite

The result of the preliminary research study indicated that the learning trajectory of sequences and series in school textbooks was not able to develop students’ problem-solving ability, the mathematics belief that students were not fostered well. Therefore, it is necessary to design a learning trajectory based on students’ experiences. This research was conducted to produce Local Instructional Theory (LIT) for the sequences and series concept based on Contextual Teaching and Learning (CTL). Theoretical development is driven by an iterative process of designing instructional activities, performing teaching experiments, and conducting retrospective analysis to contribute to local instruction theory on the concept of sequences and series. The subject of this research is students of senior high school in Indonesia. The interview, observation, and distribution of the questionnaire, together with the test were done to get data for this research. The data analysis technique used is descriptive analysis and statistical analysis. Form the research result show that LIT can be used for all students, and help them find concepts and develop students’ thinking ability for problem-solving.

show abstract

“…[26] reviewed the topic of model/curriculum design; while studied topics/issues regarding Mathematical Literacy or PISA / TIMSS reviewed [27], [28], [29], [30] and [31]. The topic of contextual issues / RME was reviewed by [32], [33], [34], [35], and in mathematics education research in the last three years have studied a lot of mathematics learning technology/media including [36], [37], [38], [39], [40]. Judging from the research subjects, mathematics education research now tends to be balanced in choosing research subjects at the primary and secondary education levels.…”

Section: Current Trend Of Mathematics Education Researchmentioning

confidence: 99%

Directions and Trends of Mathematical Education Research in Indonesia

Simanungkalit¹,

Kartono²,

Waluya³

et al. 2021

Proceedings of the 6th Asia-Pacific Education and Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia

View full text Add to dashboard Cite

Mathematics education research has undergone very rapid changes, marked by the formation of many mathematics education research organizations and the availability of accredited and indexed research publications. The purpose of this study was to see a description of past and present research and to determine the direction and trends of future mathematics education research. This research is a literature study by examining 106 articles that have been published in the Journal on Mathematics Education (JME-Sriwijaya Univ.) 2010-2017, then analyzed using descriptive analysis method. Past mathematics education research has been dominated by the issue of mathematics learning model / theory / curriculum design with a focus on primary education students as research subjects. Currently the research topic of mathematics education examines the media and learning technology with a study into the high-level thinking processes of students with an even subject. Future mathematics education research will also examine higher-order thinking skills which emphasize 4C (Four Cs: Creativity, Critical Thinking, Communication, and Collaboration) abilities.

show abstract

Supporting Students’ Understanding of Linear Equations With One Variable Using Algebra Tiles

Cited by 17 publications

References 10 publications

Virtual Algebra Tiles: A pedagogical tool to teach and learn algebra through geometry

Virtual Algebra Tiles: A pedagogical tool to teach and learn algebra through geometry

Development of a local instructional theory for the sequences and series concept based on contextual teaching and learning

Directions and Trends of Mathematical Education Research in Indonesia

Contact Info

Product

Resources

About