ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Students&apos; Productive Disposition through Realistic Mathematics Education with Outdoor Approach
Author: Haji, Saleh
Date: 2019-07-00
Type: Journal Articles
Subjects: Mathematics Education,Outdoor Education,Elementary School Students,Grade 5,Instructional Effectiveness,Student Attitudes,Relevance (Education),Learning Motivation,Foreign Countries,Preadolescents,Problem Based Learning,Student Improvement

This study aimed to improve the students' productive disposition (PD) through Realistic Mathematics Education (RME) learning with an outdoor approach based on school level. Productive disposition development is intended so that students can appreciate mathematics as a science needed for their lives. The method used in this research was a quasi-experimental study. The population was 210 students of the fifth grade of Elementary School from five schools. The sample was 75 fifth grade students. The data were collected by using a questionnaire. Data were analyzed using t-test to find out the difference between the experimental and the control group. The results of this study indicate that RME learning with the outdoor approach more influential than the conventional learning in improving PD in high school level. Otherwise, in medium and low level school, the conventional learning was more influential than the RME learning with the outdoor approach to improve the students' PD. Therefore, it can be concluded that the school level needs to be considered in improving students' productive disposition through RME learning with an outdoor approach. Moreover, RME learning with an outdoor approach as an alternative model to improve productive disposition of students.
Prospective Physics and Science Teachers&apos; Mental Models about the Concept of Work
Author: Saglam-Arslan, Aysegül
Date: 2020-00-00
Type: Journal Articles
Subjects: Physics,Cognitive Processes,Science Instruction,Teacher Education Programs,Scientific Concepts,Preservice Teachers,Achievement Tests,Science Achievement,Science Tests,Teaching Methods,Foreign Countries

Work, as a concept, is often encountered in daily life, but the meaning of work in physics is closely related to power, force, and energy. Studies made about various concepts and subjects have proved that using words in ways different from their scientific meanings has a negative effect on teaching, and causes conceptual complexities and/or generation of alternative mental models. This study aimed to determine the mental models of prospective physics and science teachers about the concept of work. This study was conducted with the participation of 107 prospective teachers in the Physics and Science Teacher Training program. The trainee teachers' understandings were determined by using an achievement test, consisting of three open-ended questions, developed by the researchers. Data obtained were first analyzed according to the level of understanding demonstrated, and then the mental models were determined by using these levels. Four types of mental models about work were identified, specifically the scientific,, the scientific synthesis, the initial synthesis, and the initial models. The synthesis model is the dominant mental model, and it has been developed by prospective teachers from two disciplines.
Developing Realistic and Child-Friendly Learning Model for Teaching Mathematics
Author: Setyaningsih, Nining
Date: 2019-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Junior High School Students,Junior High School Teachers,Classroom Techniques,Foreign Countries,Models,Mathematics Teachers,Student Behavior,Social Influences,Program Implementation,Group Discussion,Learning Activities,Cooperation

This study aims to develop a learning model based on the theory of realistic mathematics education and child-friendly learning for teaching mathematics in junior high school. This research is conducted using Plomp's educational design research that consists of four development phases: 1) preliminary investigation, 2) designing, 3) realization, and 4) revision, evaluation. In addition, this study also tests the mathematics instructional model prototype being developed and validated by an expert. Based on the analysis, it can be concluded that: 1) the teacher's learning management in the implementation of realistic and child-friendly learning model can be classified &quot;very good&quot;, 2) the prototype model is categorized &quot;very good&quot; in improving students' activities , and 3) the students' responses toward the developed mathematics instructional model are &quot;positive&quot;. Moreover, the syntaxes of realistic and child-friendly learning model for teaching mathematics in junior high school have been formulated, namely: 1) explaining learning objectives and motivating students, 2) providing contextual problems students familiar with, or horizontal mathematization, 3) processing abstraction or vertical mathematization, 4) devising strategies, 5) communicating solution in a discussion, and 6) giving inferences of mathematics subject-matter.
Cognitive Growth Learning Model to Improve the Students&apos; Critical Thinking Skills
Author: Chasanah, Aprilia Nurul
Date: 2019-07-00
Type: Journal Articles
Subjects: Cognitive Processes,Models,Critical Thinking,Thinking Skills,Skill Development,Mathematics Skills,Problem Solving,College Freshmen,Foreign Countries,Mathematics Activities

The ability to think critically and mathematically is strongly needed so that the students are able to face the challenges of 4.0 industrial revolution. By thinking critically, they are expected to be more adaptive in finding solutions to each problem. This study aims to identify the students' mathematical critical thinking skills in solving differential calculus problem solving based on some indicators of mathematical critical thinking skills in learning using cognitive growth model. This is a Classroom Action Research (CAR) which was caried out within four weeks in the odd semester of academic year 2018/2019. The subjects of this study were the first-year students of the Mathematics Education Program in one of higher education institutions in Magelang, Central Java who took the Differential Calculus course. Data collection techniques in this study were test, observation, and interviews. The test results were then analyzed quantitatively, and the indicators of critical thinking skills in each question were also described. Based on the results of the study, it can be shown that about 30% students who begin to think critically is initiated by achieving the indicator of analyzing the arguments. However, not all students who begin to think critically are also able to draw conclusions precisely through deductive and inductive reasoning. There are only five or 16.67% who have been able to draw conclusions correctly.
STEM-Focused Activities to Support Student Learning in Primary School Science
Author: Ültay, Neslihan
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Grade 3,Elementary School Students,Teaching Methods,Student Attitudes,Prior Learning,Knowledge Level,Program Effectiveness,Learning Activities,Inquiry,Foreign Countries

This study examines the effect on student academic success through teaching the &quot;Let's Know the Matter&quot; grade 3 science unit accompanied by STEM (Science, Technology, Engineering, and Mathematics)-focused activities. The study group consisted of 24 third grade students studying in the 2019-2020 academic year. Teaching was done with a 5E (enter, explore, explain, elaborate, evaluate) instructional model, and student opinions about the STEM activities were collected. A group pretest-posttest research design was used in which the &quot;Let's Know the Matter Test (MT)&quot; was administered at the beginning to measure the students' prior knowledge, and again at the end of the unit to determine what students had learned. Their opinions of the lessons taught with STEM-focused activities were collected using a semistructured interview technique. Qualitative data were divided into appropriate categories under common themes. It was observed that the 5E instructional model contributed to their academic success. Also, it was found that their opinions about the lessons taught with STEM activities were quite positive. Based on the results obtained from the research, it is suggested that STEM activities be used in the teaching of other topics.
Enhancing the Conceptual, Procedural and Flexible Procedural Knowledge of Pre-Service Mathematics Teachers in Algebra
Author: Wasiu, Otun Ismaila
Date: 2019-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Algebra,Knowledge Level,Pedagogical Content Knowledge,Gender Differences,Problem Solving,Elementary Secondary Education,Reflection,Active Learning,Teaching Methods,Mathematical Concepts,Thinking Skills,Mathematics Instruction,Instructional Effectiveness,Foreign Countries

The study investigated the effects of Solve-Reflect-Pose Strategy (SRP) on pre-service mathematics teachers' algebraic knowledge for teaching in Nigeria. A pre-test-post-test quasi experimental design was employed. Intact classes were used and in all, 182 pre-service mathematics teachers' participated in the study (92 in the experimental group taught with the SRP and 90 in the control group taught using the Modified Conventional Method (MCM). One research instrument manipulated at three levels namely: Conceptual Knowledge Test (CKT), Procedural Knowledge Test (PKT) and Flexible Procedural Knowledge Test (FPKT), was used for the quantitative data and interview protocol for qualitative data. The two research questions formulated were analysed using descriptive statistics while independent sample t-test was used to analyse the two hypotheses. Results showed that there were statistically significant differences in the mean post-test achievement scores on conceptual knowledge test, procedural knowledge test and flexible procedural knowledge test between preservice teachers exposed to the SRP and those exposed to the MCM, all in favour of the SRP group. Based on the results, SRP should be adopted as an instructional strategy and efforts should be made to integrate the philosophy of SRP into the pre-service teachers' curriculum at the teacher-preparation institutions.
Geometry Concept on the Motifs of Woven Fabric in Kefamenanu Community
Author: Deda, Yohanis Ndapa
Date: 2019-01-00
Type: Journal Articles
Subjects: Geometric Concepts,Concept Formation,Handicrafts,Elementary School Students,Junior High School Students,Mathematics Instruction,Teaching Methods,Folk Culture,Foreign Countries

For the Kefamenanu community, the motif serves as the identity of the person who wears it. Nevertheless, the woven fabric must be present at cultural occasions, welcoming guests, and death ceremonies. The motifs of traditional woven fabric have not been developed by teachers to discuss the link between mathematics and local wisdom. The purpose of this research is to define and describe the mathematical concept of the motifs woven fabric to the students of primary and junior high schools. The present study uses a descriptive qualitative method to explain the geometry concept on the motifs of woven fabric. The ethnographic approach is also employed as an empirical and theoretical approach to provide description and analysis about a culture based on intensive field work. Collecting data were conducted using interviews and documentation. Interviews were conducted with several informants selected based on the consideration of researcher and suggestion by previous informant. Documentation was done using video recordings and photos. The results show the geometry concept of the motifs of woven fabric, such as reflection, rotation, translation, repetition, triangle and quadrilateral. The motifs of woven fabric owned by the Kefamenanu community contain particular local wisdom and are potentially used to convey the geometry concept in mathematics for primary and junior high schools.
Students&apos; Mathematical Communication Ability through the Brain-Based Learning Approach Using Autograph
Author: Triana, Mailis
Date: 2019-01-00
Type: Journal Articles
Subjects: Mathematics Skills,Communication Skills,Teaching Methods,Brain,Skill Development,High School Students,Grade 10,Foreign Countries,Computer Assisted Instruction,Computer Software,Visualization,Educational Technology,Instructional Effectiveness

Students' skills in expressing mathematical ideas in various ways have not met the expectation. Teachers need to apply the learning providing students' opportunities to present their mathematical ideas. Utilizing the Brain-Based Learning (BBL) approach with Autograph can help students develop their mathematical communication skills. The purpose of this study was to analyze the development of students' mathematical communication skills. Twenty-eight 10th grade students in one of the high schools in Banda Aceh participated in the study. The instruments used were a mathematical communication skills test and the activity observation. Data were analyzed using descriptive analysis. The study showed that mathematics learning applying BBL approach with Autograph contribute to developing students' mathematical communication skills
A Conceptual Model for Effective Quality Management of Online and Blended Learning
Author: Blieck, Yves
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Online Courses,Blended Learning,Models,Educational Improvement,Foreign Countries,Adult Education,Decision Making

Institutions considering online and blended learning (OBL) face the challenge of strategically adopting OBL to develop, implement, monitor, assess and improve the quality of programmes and courses. The principles of continuous quality improvement (CQI) allow this challenge to be addressed. Effective CQI management implies that quality assurance and quality improvement follow and inform each other as part of a continuous cycle. Scholars report however, that quality management of OBL usually focuses on assurance. The purpose of this paper is to provide a state of the art approach for effective CQI management which allows practitioners to achieve coherence between quality assurance and improvement of OBL. In this conceptual paper we link and integrate work across fields to address the challenge of achieving coherence between quality assurance and improvement. We discuss research in the context of CQI that uncovers features of OBL that prevent practitioners from achieving coherence. The conceptual model for effective CQI of OBL integrates data based decision-making. The conceptual model provides a foundation for research on the effectiveness of this CQI management approach in the context of OBL. The quality management approach supports practitioners during the entire CQI-cycle to foster dialogue and consultation between all stakeholders in the institution in order to strategically develop assess and improve the quality of OBL programmes and courses. The originality of the model lies in making explicit data-based decision making as a driver for effective CQI management in the context of OBL.
The Role of Supporting Technologies in a Mixed Methods Research Design
Author: Dagnino, Francesca-M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Educational Research,Technology Uses in Education,Influence of Technology,Research Problems,Research Design,Literature Reviews,Case Studies,Delphi Technique,Foreign Countries,Technology

Nowadays, technologies play a key role in educational research processes, especially in the context of complex designs or integrative perspectives (qualitative and quantitative). Affordances provided by new tools and technological devices are constantly impacting the way educational research is carried out. Consequently, this growing importance (and dependence on) technology for educational research calls for a deeper reflection, not only about its clear benefits, but also about its potential drawbacks and limitations. This paper explores this tension in a specific mixed-methods research design aimed at understanding the barriers preventing the adoption of Learning Design (LD) tools/methods, a significant problem in the research field of Technology Enhanced Learning (TEL). Different actors (teachers and researchers) were involved in the research design, which included a systematic literature review, a Delphi study and a case study. Such an articulated design required the adoption of technologies to support the process in all its phases. The paper describes the main methodological implications of the employed technologies in the research. The conclusions of the paper highlight that while technologies definitely support a higher level of complexity and articulation of the research design, they might also lead to superficial or biased results.
Mathematics Teachers and Digital Technology: A Quest for Teachers&apos; Professional Development in Indonesia
Author: Wahyu, Kamirsyah
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Educational Technology,Faculty Development,Teaching Methods,Technology Uses in Education,Technology Integration,Technological Literacy

This article aims to explore a possible criterion of digital technology mathematics teachers? professional development. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki &amp; Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD2 has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.
Bridging the Gap: A Computer Science Pre-MOOC for First Semester Students
Author: Spieler, Bernadette
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Science Education,Online Courses,College Freshmen,Foreign Countries,Blended Learning,Game Based Learning,Diversity,Student Motivation,Gender Issues,Programming

Knowledge in Computer Science (CS) is essential, and companies have increased their demands for CS professionals. Despite this, many jobs remain vacant. Furthermore, computational thinking (CT) skills are required in all contexts of problem solving. A further serious problem arises from the gender disparity in technology related fields. Even if tech companies want to hire women in technology, the number of women who enter these fields is remarkably low. In high schools with no technical focus, most teenagers acquire only low-level skills in CS. The consequences are misleading preconceptions about the fundamental ideas of CS and stereotype-based expectations. Consequently, many teenagers exclude computing from their career path. In this paper, two promising concepts to overcome these challenges are presented. In 2018, a voluntary gamified lecture &quot;Design your own app&quot;, held at the University of Graz for students of all degree programs, was introduced. The course attracted over 200 students and received positive evaluations. This led to the second concept. In January 2019, a MOOC (Massive Open Online Course) with the title &quot;Get FIT in Computer Science&quot; was designed and launched in August 2019 on the platform iMooX.at with the goal to provide a basic introduction to different concepts of CS, including programming and the application of game design strategies. The MOOC was accompanied by an offline lecture, following the principles of flipped classroom and inverse blended learning. For evaluation purposes, we collected data at three stages: 1) during the MOOC, 2) during the offline lecture, and 3) two months after the lecture. The results showed that the MOOC framework was a promising approach to support and motivate at least a certain group of first-semester students, especially those who had no prior knowledge in CS.
Senior High School Students&apos; Ability in Posing System of Linear Equations in Two Variables Problems
Author: Rachmawati, Yemima Indah
Date: 2019-01-00
Type: Journal Articles
Subjects: Equations (Mathematics),High School Students,Grade 10,Problem Solving,Mathematics Skills,Semantics,Syntax,Foreign Countries,Questioning Techniques

Problem posing is a learning approach that trains students to be able to process and communicate mathematical problems based on information obtained. This study aims to describe the ability of high school students to pose problems on the topic of the system of linear equations in two variables (SLETV). This study used a quantitative descriptive study involving 60 high school students in the East Surabaya area. The results showed that students were able to submit 60 problems where consists of 54 problems can be categorized and 6 problems could not be categorized. Based on the semantic structure of mathematics, there were about 17 students (31,48%) which is able to pose problems using 1-relationship. Moreover, as many as 13 students (24,07%) were able to pose problems using 2-relationships. Besides that, 13 students (24,07%) were able to propose problems using 3-relationships while the remaining 11 students (20,37%) able to pose problems using 4-relationships. Based on the language structure (syntax), about 23 students (42,59%) were able to pose problems using assignment propositions. Furthermore, as many as 17 students (31,48%) were able to pose SLETV problems using relationship propositions while the remaining 14 students (25,93%) were able to pose a problem using a presupposition proposition. Thus, it can be concluded that based semantic structure, students more easily posed problems one relationship. But, based on language structure (syntax), most students are able to pose problems using the proposition of proposition.
Developing the Students&apos; Ability in Understanding Mathematics and Self-Confidence with VBA for Excel
Author: Bernard, Martin
Date: 2019-01-00
Type: Journal Articles
Subjects: Self Esteem,Mathematics Instruction,Computer Software,Programming,Junior High School Students,Mathematics Skills,Foreign Countries,Pretests Posttests,Academic Ability,Games

Visual Basic Application for Excel is a simple program language and has the power to process data quickly. The utilization of math functions in Microsoft Excel can help work on Excel display more interactive so that teachers can create props inside Excel. The advantages of Microsoft Excel than other mathematical software are the many math functions and images available in the form of shapes or pictures. The availability of VBA, math and image functions in Microsoft Excel help teachers to design the creation of media related to mathematics learning, especially to develop the ability of junior high school students who have difficulty to connect mathematics lessons with basic mathematics knowledge requirements. By using VBA for Excel, the ability of junior high school students to improve in the usual way significantly with a t-test with 0.006 &lt;0.05. Furthermore, there is an association between the students' self-confidence and their mathematical comprehension skills with a contingency coefficient of 0.525 including a moderate association.