Vocational High School Students’ Perceptions of Success in Mathematics

Özdemir, Hüseyin; Onder-Ozdemir, Neslihan

doi:10.29333/iejme/627

Cited by 4 publications

(1 citation statement)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students must be equipped with mathematical abilities as their provisions in facing competition in the world of work and industry as well as in overcoming everyday problems. In vocational schools, mathematics is very important to improve students' competence in their professions in the future (Ozdemir & Onder-Ozdemir, 2021;Bakker, 2014).…”

Section: Introductionmentioning

confidence: 99%

Intuition and Its Role in Students' Mathematical Reasoning Ability

Lestari¹,

Marom²,

Rochmad³

2022

hipotenusa

View full text Add to dashboard Cite

This study aims to find out more about intuition and its role in shaping students' mathematical reasoning abilities. In the discussion of the philosophy of mathematics intuition plays an important role. Intuition has been discussed by philosophers of mathematics for centuries. It is said that intuition is a provisional guess. In relation to mathematical reasoning ability, it is an indispensable ability for students because mathematical reasoning skills greatly contribute to the development of a set of 21st century skills. The method in this research is a library study approach. Researchers collect various references and sources, both international and national journals, books, and other articles related to the theme to be discussed. From the results of the discussion obtained intuition and mathematical reasoning ability are two things that complement each other in solving a mathematical problem. Intuition, which is a candidate for evidence, is then formally proven by mathematical reasoning with mathematical reasoning indicators. Intuitive processes direct the analytical process while quickly serving as a bridge in performing analytical reasoning. So if a person's intuition is good then his mathematical reasoning ability is also good. The potential of mathematical intuition in developing mathematical reasoning abilities is based on the theory that one component of intuition is reasoning

show abstract

Section: Introductionmentioning

confidence: 99%

Intuition and Its Role in Students' Mathematical Reasoning Ability

Lestari¹,

Marom²,

Rochmad³

2022

hipotenusa

View full text Add to dashboard Cite

show abstract

Effectiveness in mathematics learning with the problem solving approach in vocational high school

Sriatun

Ekohariadi

Sondang

et al. 2020

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

Creative teachers are the key to the success of vocational learning in the XXI century. One of the learning models applied to vocational learning is a problem solving or problem solving learning model. The purpose of this study is to describe the effectiveness of vocational mathematics teachers in the learning process with problem solving models in terms of their application, as well as an overview of problem solving skills of vocational high school students. The main instrument of this study was the research themselves assisted with problem solving questions, questionnaires and observation sheets. The results showed that the aspects of learning planning preparation had shown to be effective, but there were still less effective indicator, namely the preparation of worksheet and the use of teaching aids. The category of problem solving abilities of vocational high school students in understanding the problem on average is quite good. But the indicator verifies the results of the answers including the less category.

show abstract

Artistically talented students’ perceptions of mathematics: View, interest, competence, and relevance

Sugiman

Rizkianto

Pujiasti³

2020

Journal for the Education of Gifted Young Scientists

View full text Add to dashboard Cite

Mathematics learning in Art Vocational Schools (AVSs), the one that should be tailored to the career-related needs of young adult learners of their era, would inevitably necessitate continuous improvement. Such improvement of mathematics learning quality would be possible when considering the perceptions of Artistically Talented Students (ATSs). This research aimed to describe these students' perceptions of mathematics in four aspects, namely view, interest, competence, and mathematics relevance to art after they attend compulsory mathematics learning for two years. This was phenomenology research involving 30 students from four different majorspainting, visual communication design, ceramic craft, and wood craft-at an AVS located in Bantul Regency, Special Region of Yogyakarta, Indonesia. The data were mainly collected through in-depth interviews and then triangulated with classroom observations. Content analysis methods were implemented to produce themes and their relationship, whilst to ensure reliability, two independent coders conducted the process of coding. Later, the researchers conducted a thematic analysis and drew some conclusions. The results generally showed that, first, ATSs were interested in learning mathematics though most of them labelled mathematics as mechanistic and unattractive. Second, in terms of competence, this study revealed that over half would opine that they lacked mathematics competence. Third, all of them viewed that essentially mathematics could be used in artworks. However, just under half of them considered that mathematics learning contents were relevant to their major. These findings, hence, implied that further research needs to formulate instructional contents that meet the demands of the relevant artistic jobs and students' daily lifes.

show abstract

Vocational High School Students’ Perceptions of Success in Mathematics

Cited by 4 publications

References 17 publications

Intuition and Its Role in Students' Mathematical Reasoning Ability

Intuition and Its Role in Students' Mathematical Reasoning Ability

Effectiveness in mathematics learning with the problem solving approach in vocational high school

Artistically talented students’ perceptions of mathematics: View, interest, competence, and relevance

Contact Info

Product

Resources

About