The nature and quality of the mathematical connections teachers make

Mhlolo, Michael Kainose; Venkat, Hamsa; Schäfer, Marc

doi:10.4102/pythagoras.v33i1.22

Cited by 44 publications

(34 citation statements)

References 12 publications

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“…This may stem from their only attempting to answer those mathematical questions and forms put to them in a classroom environment and may explain why they face difficulty when confronted with varying forms of the same concept. This aligns with the observations made by Mhlolo, Venkat and Schafer (2012).…”

Section: Historic Learner Performancesupporting

confidence: 80%

“…In their study Mhlolo et al (2012) conclude that many opportunities to have learners gain a deeper understanding of mathematical concepts or to relate these concepts to realworld concepts are missed because the teachers do not have the knowledge or capacity to use metaphors or analogies as teaching instruments. Many learners do not have the necessary background to form the connections with these abstract concepts without their being tied to real-world foundations.…”

Section: Historic Learner Performancementioning

confidence: 99%

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Aligning mathematics with tutoring platform topics

Haskins

Botha

2017

TDSA

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Dr Math was a mobile mathematics tutoring service, used by school learners across South Africa. The wealth of historic data available, with regard to the conversations between tutors and learners, may contain valuable insights as to which mathematics topics are most frequently encountered on the Dr Math service. This alignment may serve as an indicator of the utility of an online tutorial service as a reflection of the curriculum covered by learners, and as an extra avenue of support. This study makes use of automated means to rank the topics discussed on the Dr Math service and to align them with the topics encountered in the South African National Senior Certificate final examinations. The study finds that there is a close alignment with regard to the observations of the Department of Basic Education on factors influencing the performance of the learners. The topics most frequently discussed on the Dr Math service also align closely with the topics with which the learners have most difficulty in their final exams.

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Section: Historic Learner Performancesupporting

confidence: 80%

Section: Historic Learner Performancementioning

confidence: 99%

Aligning mathematics with tutoring platform topics

Haskins

Botha

2017

TDSA

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“…Matematika merupakan mata pelajaran wajib yang harus dipelajari sejak jenjang sekolah dasar. Pembelajaran matematika pada jenjang sekolah tinggi yaitu SMA mementingkan aspek kognitif yang ditingkatkan baik melalui skill maupun proses (Muller, J., & Subotzky, 2001) (Mhlolo, Venkat, & Schfer, 2012) (Zakirova & Shilova, 2016. Peningkatan tersebut dapat dilakukan dengan cara melibatkan matematika dalam kehidupan seharihari.…”

Section: Pendahuluanunclassified

Full Paper

Paper¹

2018

JINoP

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ABSTRAKPenelitian ini bertujuan untuk menguji pengaruh pendekatan pembelajarn 5E (Engage, Explore, Explain, Elaborate, dan Evaluate) dan pendekatan pembelajaran SETS (Science, Environment, Technology, and Society) berbantu aplikasi media sosial terhadap kemampuan berfikir mahasiswa. Rancangan penelitian ini adalah desain eksperimen semu terhadap 58 mahasiswa Universitas Islam Lamongan yang dipilih dengan teknik purposive sampling. Teknik pengumpulan data menggunakan tes tulis dalam bentuk pretest dan posttest, analisis data menggunakan ANOVA dua jalur. Hasil analisis data menunjukkan bahwa ada pengaruh yang signifikan antara kelompok mahasiswa yang dibelajarkan dengan pendekatan 5E dan pendekatan SETS terhadap kemampuan berfikir kritis mereka. Hal ini didasarkan pada nilai F hitung sebesar 17.547 dengan nilai signifikansi sebesar 0.000. Berdasarkan hasil analisis deskriptif menunjukkan bahwa nilai rata-rata kemampuan berfikir kritis mahasiswa yang dibelajarkan dengan pendekatan 5E lebih tinggi jika dibandingkan dengan nilai rata-rata mahasiswa yang dibelajarkan dengan pendekatan SETS. Nilai rata-rata kemampuan berfikir kritis mahasiswa yang diberikan pembelajaran dengan menggunakan pendekatan 5E adalah sebesar 73.11, sedangkan nilai rata-rata kemampuan berfikir kritis mahasiswa yang diberikan pembelajaran dengan pendekatan SETS adalah sebesar 61.90.Penggunaan aplikasi media sosial pada kedua pendekatan tersebut sangat membantu melengkapi pengalaman belajar menjadi lebih konkrit sehingga dapat membantu mahasiswa dalam berdiskusi, membaca, dan praktik. ABSTRACTThis research aims to examine the effect of 5E learning approaches (Engage, Explore, Explain, Elaborate, and Eva luate) and SETS learning approaches (Science, Environment, Technology, and Society) assisted by social media applications on students' thinking skills. The design of this research was a quasi-experimental design on 58 Lamongan Islamic University students who were selected by using purposive sampling technique. Data collection techniques is implemented by using written tests in the form of pretest and posttest, the data analysis is conducted by using two-way ANOVA. The results of data analysis showed that there was a significant influence between groups of students who were taught with the 5E approach and the SETS approach to their critical thinking skills. This is based on the calculated F value of 17,547 with a significance value of 0,000. Based on the results of the descriptive analysis showed that the average value of students' critical thinking skills that were taught with the 5E approach was higher compared to the average score of students who were taught by the SETS approach. The average value of critical thinking ability of students who are given learning by using the 5E approach is 73.11, while the average value of critical thinking ability of students who are given learning by using the SETS approach is 61.90. The use of social media applications in these two approaches is helpful to complete the experience of learning in becoming more con...

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“…Desde entonces, se han estudiado desde diversas perspectivas, así como en diferentes áreas de la Matemática (MHLOLO; VENKAT; SCHÄFER, 2012;JAIJAN;LOIPHA, 2012;MOON et al, 2013;LEE, 2011LEE, , 2013LOCKWOOD, 2011). Sin embargo, es exiguo el estudio de conexiones en el Cálculo.…”

Section: Estado Del Arteunclassified

Conexiones Intramatemáticas y Extramatemáticas que se producen al Resolver Problemas de Cálculo en Contexto: un Estudio de Casos en el Nivel Superior

Flores

García‐García

2017

Bolema

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 ResumenEn el presente artículo se reporta una investigación cuyo objetivo fue identificar las conexiones que un grupo de estudiantes universitarios establecen al resolver problemas en contexto. Estos problemas pueden resolverse utilizando la relación entre la derivada y la integral establecida en el Teorema Fundamental del Cálculo. Para identificar las conexiones adoptamos el marco teórico que al respecto plantea Businskas (2008). Como método de investigación utilizamos el estudio de casos y aplicamos un cuestionario integrado por cinco problemas, de cuyas soluciones obtuvimos los datos. Los datos indican que los estudiantes establecen conexiones extramatemáticas e intramatemáticas al resolver problemas en contexto, pero principalmente utilizan las de tipo procedimental y las representaciones diferentes, además notamos una fuerte conexión con sus conocimientos previos aprendidos en los niveles de educación precedentes al nivel superior.Palabras clave: Conexiones matemáticas. Estudios de Caso. Teorema Fundamental del Cálculo. Nivel Universitario. AbstractThis paper reported a research which aims to identify connections that a university student group established to solve problems in a context. These problems can be solved using the relationship between the derivative and integral established in the Fundamental Theorem of Calculus. To identify such connections, we adopted the theoretical framework proposed by Businskas (2008). As a research method, we used the case study and applied a questionnaire which included five problems, the solutions of which we obtained the data. The data indicate that students establish extra-mathematics and intra-mathematics connections when they solve problems in a context, but mainly used the procedural type and the different representations. We also noticed a strong connection with their prior knowledge learned in previous levels of education rather than at the university level.

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The nature and quality of the mathematical connections teachers make

Cited by 44 publications

References 12 publications

Aligning mathematics with tutoring platform topics

Aligning mathematics with tutoring platform topics

Full Paper

Conexiones Intramatemáticas y Extramatemáticas que se producen al Resolver Problemas de Cálculo en Contexto: un Estudio de Casos en el Nivel Superior

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