The role of prototyping in mathematical design thinking

Simon, Leah M.; Cox, Dana C.

doi:10.1016/j.jmathb.2019.100724

Cited by 9 publications

(4 citation statements)

References 10 publications

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“…Furthermore, technical glitches and time-consuming processes of using technology may frustrate students and teachers (e.g., Frejd and Ärlebäck, 2017;Merck et al, 2021) and may increase their cognitive load (e.g., . Moreover, the use of technology in modelling may result in extra costs for learners and instructors, as it requires energy, time, and financial resources to access useful technologies and learn how to use them in mathematical modelling education (e.g., Flores et al, 2015;Simon and Cox, 2019). In some cases, these challenges may hinder the effective use of technology in mathematical modelling education.…”

Section: Challenges Of Digital Technologies In Mathematical Modelling...mentioning

confidence: 99%

Advantages and challenges of using digital technologies in mathematical modelling education – a descriptive systematic literature review

Çevikbaş¹,

Greefrath

Siller

2023

Front. Educ.

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Mathematical modelling is essential for teaching and learning of mathematics aimed at improving students’ competence in solving real-world problems with mathematical means. Innovative technology-rich approaches can provide new paradigms for mathematical modelling education, which may produce new opportunities for the learning and teaching of mathematical modelling. On the other hand, there may be a few challenges to the successful use of technology in modelling. Although several studies have focused on the use of digital technologies in modelling education, there is a lack of research on the educational potential of digital technologies in mathematical modelling. To close this research gap, we decided to conduct a descriptive systematic literature review on the advantages and challenges of using digital technologies for learners and instructors in mathematical modelling. The literature on mathematical modelling education was searched via three recognized databases. Literature search revealed 38 papers that were eligible for analysis. Based on empirical evidence, this paper describes the educational opportunities offered by digital technologies (e.g., academic, emotional/psychological, cognitive, social, and instructional/pedagogical enhancements) and challenges to their effectiveness (e.g., learners’ and instructors’ lack of competence or experience in using technology and “black-box” threats). The results of the study reveal that the advantages of the use of digital technologies in the modelling process outweigh the emerging challenges, which is a promising result discussed in detail.

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Section: Challenges Of Digital Technologies In Mathematical Modelling...mentioning

confidence: 99%

Advantages and challenges of using digital technologies in mathematical modelling education – a descriptive systematic literature review

Çevikbaş¹,

Greefrath

Siller

2023

Front. Educ.

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“…Proses nalar yang sebelumnya tidak teramati, kini dapat dikenali melalui alasan-alasan logis yang mereka tulis atau mereka sampaikan. Ini merupakan bentuk artikulasi siswa dan cara pandang mereka dalam bermatematika (Simon & Cox, 2019). Artikulasi matematika muncul sebagai dampak memahami konsep tertentu.…”

Section: Gambar 4 Tutor Membagi Tugas Kepada Setiap Anggota Kelompok ...unclassified

Adaptive Instructional that Supports Mathematical Understanding

Pasandaran,

Agung,

Syahrir

2023

Proximal

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Dalam sebuah kelas, guru dapat membedakan kategori siswa berdasarkan minat, kesiapan belajar, dan pengalaman belajarnya terdahulu. Dinamika tersebut mendorong guru untuk mengakomodasi kebutuhan belajar siswanya dengan baik. Untuk itu diperlukan suatu teknik pengajaran adaptif yang dapat membantu siswa menemukan sendiri makna pengetahuannya. Penelitian ini merupakan penelitian tindakan kelas (kolaboratif) yang merefleksikan upaya guru dalam meningkatkan pemahaman matematis siswanya melalui adaptive instructional. Instrumen penelitian berbentuk lembar observasi, catatan lapangan, rekaman video, dan tes pemahaman matematis. Penelitian kami lakukan melalui open class sebanyak tiga siklus. Hasilnya menunjukkan trend positif bahwa perubahan pembelajaran (redesain) yang dilakukan dari satu siklus ke siklus berikutnya dapat mempengaruhi perilaku belajar siswa. Jika pada siklus awal aktivitas siswa hanya mengamati, meniru, menulis, dan mengerjakan soal, maka pada siklus kedua dan ketiga aktivitas mereka bertambah lengkap. Ada proses menalar, menduga, memeriksa, dan mengkomunikasikan gagasan baik secara lisan maupun tertulis. Tambahan aktivitas-aktivitas yang muncul merupakan akibat dari adaptive instructional guru. Suatu kejelian guru dalam memetakan kebutuhan belajar siswa yang belum terpenuhi dan menyusun kembali desain pembelajaran adaptif sehingga dapat memenuhi kebutuhan belajar siswanya.

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“…With the provision of math problems, students can practice to hone their problem-solving skills to complete the task (Simon & Cox, 2019;Yiwen, 2020). Therefore, with students learning mathematics, it is the same as students learning to think using their reasoning to make them more creative and active.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Open Ended Learning Model on Mathematical Problem Solving Ability

Pamungkas

Kowiyah

2021

j. ilm. sekol. Dasar

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Permasalahan utama pada penelitian ini adalah rendahnya kemampuan pemecahan masalah matematika siswa sekolah dasar. Kurang efektifnya model pembelajaran yang digunakan oleh guru, menjadi penyebab dari permasalahan tersebut. Tujuan penelitian ini adalah untuk mengetahui dan membuktikan pengaruh model pembelajaran Open Ended terhadap kemampuan pemecahan masalah matematika. Penelitian ini menggunakan pendekatan kuantitatif eksperimen dengan metode Quasi Eksperimen dan desain penelitiannya adalah Post-Test Only Control Design. Subjek penelitian ini adalah siswa kelas IV sebanyak 49 siswa, dengan sampel penelitian terdiri dari dua kelompok, yaitu kelas IVB sebagai kelompok eksperimen sebanyak 24 siswa dan kelas IVD sebagai kelompok kontrol sebanyak 25 siswa. Adapun instrumennya berupa test kemampuan pemecahan masalah matematika berupa esai soal open ended. Hasil penelitian ini menunjukkan terdapat pengaruh model pembelajaran Open Ended terhadap kemampuan pemecahan masalah matematika dengan hasil (37,23>2,01). Dengan demikian diperoleh hasil bahwa ditolak dan diterima, yakni terdapat pengaruh model pembelajaran Open Ended terhadap kemampuan pemecahan masalah matematika siswa kelas IV di SDN Cempaka Baru 01.

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The role of prototyping in mathematical design thinking

Cited by 9 publications

References 10 publications

Advantages and challenges of using digital technologies in mathematical modelling education – a descriptive systematic literature review

Advantages and challenges of using digital technologies in mathematical modelling education – a descriptive systematic literature review

Adaptive Instructional that Supports Mathematical Understanding

The Influence of Open Ended Learning Model on Mathematical Problem Solving Ability

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