The Impact of Web Sites on Teaching and Learning Mathematics

Robová, Jarmila

doi:10.1016/j.sbspro.2013.09.252

Cited by 5 publications

(2 citation statements)

References 10 publications

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“…Rabova [14] outlined the benefits and risks of teaching mathematics via internet. It heavily depends on teacher's ability to operates the technology and teaching strategy in delivering the subjects.…”

Section: Online Mathematicsmentioning

confidence: 99%

The Profile of Mathematics Academic Motivation Among High School Students During COVID-19 Pandemic

Diffendry¹,

Astuti²

2021

Advances in Social Science, Education and Humanities Research

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This study aims to investigate the level of academic motivation in mathematics during COVID-19 period. Academic motivation is an encouragement that comes from both internal and external factors around student to achieve learning goal. Cross-sectional descriptive quantitative methods used in this study. Academic motivation measured using Academic Motivation Scale (AMS) by Vallerand et al. which adapted in mathematical context in this current study. 252 high school students from Greater Jakarta participated in this study. 21 high school students that did not match the criteria for participants. So that only 231 sample included in the final analysis stage. The results shows high score of intrinsic motivation to know and introjected regulation, while moderate level of academic motivations observed in five other dimensions. Research implication and suggestion for future research discussed in this paper.

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Section: Online Mathematicsmentioning

confidence: 99%

The Profile of Mathematics Academic Motivation Among High School Students During COVID-19 Pandemic

Diffendry¹,

Astuti²

2021

Advances in Social Science, Education and Humanities Research

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“…Interactive learning can be seen in [11], [12], [13], and [14]. The use of ICT in learning mathematics can be seen in [15], [16], [17], [18] and [19]. Online learning is also associated with increasing problem solving abilities such as the effect of web learning on problem solving strategies [20], CPS on blended learning seen in [21], [22].…”

Section: Introductionmentioning

confidence: 99%

An Integration of "Online Interactive Apps" for Learning Application of Graph Theory to Enhance Creative Problem Solving of Mathematics Students

Wahyuningsih

Satyananda

Qohar

et al. 2020

Int. J. Interact. Mob. Technol.

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An Integration of “Online Interactive Apps” for learning can be a disruptive learning innovation in higher education. The material of the application of graph theory course has application topics in the real world. How students use the application can be used as a measure of creative problem solving. Mixed method was used in the study. The first phase of the study used one group non-randomized design pre-test and post-test. Participants were students who took courses in the application of graph theory. The second phase of the study involved an exploration of creative problem solving performance through qualitative interviews. Analysis of problem solving skills with creative problem solving instruments adapted from the CPS version 6. The average performance of students is very good in exploring data and building acceptance, performance is good in generating ideas and designing processes. Finding from this research is a significant improvement of students' Creative Problem-Solving by integrating learning the application of graph theory with “Online Interactive Apps”. The results obtained that 69% of student opinions strongly agree on learning activity can improve creative problem solving. The implementation of “Online Interactive Apps” can be used as an alternative to disruptive learning innovation in mathematics teaching-learning.

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