ethanporcaro/eric-fulltext-meta huggingface dataset:
Spatial Visualization Tasks to Support Students' Spatial Structuring in Learning Volume Measurement
Author: Revina, Shintia
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Measurement,Grade 5,Spatial Ability,Visualization,Geometric Concepts,Mathematics Instruction,Learning Processes,Elementary School Students

Many prior researches found that most of students in grade five tended to have difficulty in fully grasping the concept of volume measurement because they have to build their competence in spatial structuring. The unit of volume &quot;packing&quot; measurement must be integrated and coordinated in three-dimension. On the other hand, it is revealed the errors that students made on the volume measurement tasks with three dimensional cube arrays are related to some aspects of spatial visualization, such as the skill to &quot;read off&quot; two-dimensional representation of solid objects. For those reasons, this research is aimed to develop classroom activities with the use of spatial visualization tasks to support students' spatial structuring in learning volume measurement. Consequently, design research was chosen as an appropriate means to achieve this research goal. In this research, a sequence of instructional activities is designed and developed based on the hypothesis of students' learning processes. This research was conducted in grade 5 of SD Pupuk Sriwijaya Palembang, Indonesia.
Structured Arrangement Supporting the Development of Splitting Level in Doing Multiplication by Number up to 20
Author: Meryansumayeka
Date: 2011-07-00
Type: Journal Articles
Subjects: Multiplication,Mathematics Instruction,Mathematical Concepts,Relevance (Education),Mental Computation,Elementary School Mathematics,Elementary School Students,Instructional Effectiveness,Foreign Countries

In guiding students to construct a mathematical concept themselves, learning process should be started by a context which is suit with the concept. In this research, we focused on structured arrangement which was believed to be able to support students ages 8-9 years old developing splitting strategy in doing multiplication. This study was a design research underlined by tenets of Realistic Mathematics Education (RME). The result show that giving structured objects, recognizing number relation in multiplication, and maintaining flexible calculation have important roles in supporting the development of mental calculation achieving splitting level.
Supporting First Grade Students Learning Number Facts up to 10 Using a Parrot Game
Author: Putra, Zetra Hainul
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 1,Mathematics Instruction,Mathematics Activities,Number Concepts,Arithmetic

Knowing number facts up to 10 become crucial if we want students to solve addition and subtraction problems using more abbreviated strategies. Otherwise, students will keep counting one-by-one until they get an answer. One of important number facts is number pairs that make ten because it is an important &quot;benchmark&quot; that students will refer to constantly. Considering the important of number facts up to 10, we designed a parrot game activity to supports students learning process. We designed an instructional activity based on Realistic Mathematics Education (RME) approach. We tried this instructional activity with twenty seven first grade students in SDN 179 Palembang. As a result, we found that many first grade students were able to know number facts up to 10, but they still need models to support their thinking.
Developing Student's Notion of Measurement Unit for Area
Author: Yuberta, Kurnia Rahmi
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Measurement,Geometric Concepts,Mathematics Instruction,Mathematics Activities,Elementary School Students,Grade 3

Many researchers found that students have difficulties in understanding area measurement. Students mostly focus on applying formula to find the area of certain shapes without knowing what the area is and why the formula works. It is important for the students to know what attribute being measured and to construct the unit for area measurement. Therefore, the aim of this research is to develop activities that support students to know the attribute of area and the notion of measurement unit in learning area measurement. For this purpose, design research is chosen for achieving the research goal. Realistic Mathematics Education (RME) underlies the design of context and activities. A teacher and students in grade 3 in elementary school (SDN 21) in Palembang Indonesia will be involved in this research.
Discovering a Route to Revitalize the Foundations of Education: Reflective Thinking from Theory to Practice
Author: Jorgensen, C. Gregg
Date: 2015-00-00
Type: Journal Articles
Subjects: Foundations of Education,Reflection,Theory Practice Relationship,Teachers,Social Justice,Educational Philosophy,Teaching Methods,Learning Processes,Educational History,Teacher Educators

If the Foundations of Education are in danger of becoming extinct, Gregg Jorgensen, associate professor in the Department of Curriculum and Instruction at Western Illinois University, says a critical reexamination of how the ideological foundations of American education impact the development and growth of democratic ideals is long overdue. He suggests that it is possible for educators, as individuals, to initiate and sustain a process of analyzing and revitalizing teaching and learning using the Foundations of Education as a guide. In addition to reconstituting Foundations of Education, the aim is to solidify the commitment to the ideals of equal opportunity and democracy in schooling within an overarching concern for social justice. Jorgensen suggests that it would benefit educators to look back to ideas and ideals of teaching that emanated from noted scholars in the early part of the 20th century. In particular, he believes a good starting point is an examination of the merger of John Dewey's philosophy of education as translated into teaching practices by H. Gordon Hullfish, a renowned educator who taught at The Ohio State University from the early 1920s to 1961. The reason is that both of these noted individuals promoted and developed concepts of reflective thinking practices in the classroom--an essential educational process from which the Foundations of Education evolve. Indeed, Dewey (1927) held, &quot;To learn in a human way and to human effect is not just to acquire added skill through refinement of original capacities&quot; (p. 154). Some scholars of the early 1900s initiated notions of a democratic classroom in public schools that fostered H. Gordon Hullfish's ideas surrounding reflective thinking teaching (Stern, 2013). Herein, Jorgensen examines Hullfish's teaching and learning methodology involving reflective thinking and the influence of Dewey's educational philosophy on Hullfish.
Racism 2.0 and the Death of Social and Cultural Foundations of Education: A Critical Conversation
Author: Hayes, Cleveland
Date: 2015-00-00
Type: Journal Articles
Subjects: Racial Bias,Teacher Educators,Preservice Teacher Education,Preservice Teachers,Mentors,Minority Group Students,Ethnic Stereotypes,Low Income Groups,Social Bias,Culturally Relevant Education,Minority Group Teachers,Consciousness Raising,Social Justice,Race,Teacher Role,Foundations of Education

Many teachers exit their preparation programs with little or no knowledge of themselves as raced, gendered, and classed beings, with little preparation that centers on social justice, and/or little interaction with groups outside of their own racial and cultural identity makers. The authors' experiences as teacher educators suggest that when pre-service teachers gain experiences in settings with underrepresented students, their &quot;mentor&quot; teachers have often not proven to be successful with these students, thus it is difficult for the pre-service teachers to experience sound pedagogy. Based on candidates' reports of their experiences, the authors learned that the classroom teachers often reinforce negative stereotypes about communities of color, groups with low socioeconomic standing, as well as the historically marginalized and underrepresented. Many pre-service teachers, consequently, are underprepared to identify, implement, or assess culturally responsive teaching and learning (Bell, 2002; Cross, 2005; Fasching-Varner &amp; Dodo Seriki, 2012; Fasching-Varner, Mitchell, Martin, &amp; Bennett-Haron, 2014; Juárez, Smith, &amp; Hayes, 2008; Hayes &amp; Juárez, 2012). Instead of fighting against these trends, many teacher preparation programs are responding to conservative neoliberal calls to focus on accountability by placing inordinate amounts of pressure on teacher education faculty, tokenizing faculty of color, and alienating White ally faculty, while essentially obliterating attention as well as resources from socio-cultural foundations (SCF), social justice, and diversity in the preparation programs. This article shares two counternarratives that highlight the challenges in teacher education, as it relates to race and the need for engaging with SCF. These counter-narratives open up a space to talk about race and the foundations of education. As a result, this article provides a set of analytical insights that can serve as a mechanism to understand why critical conversations about race and SCF are largely &quot;unspoken&quot; in teacher preparation programs. Finally, the authors offer a series of recommendations regarding how faculty members and leaders in teacher education can move forward to work against the resistance to race and foundations.
Social Foundations in Exile: How Dare the School Build a New Social Order
Author: Dotts, Brian W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Change,Educational History,Educational Philosophy,Public Education,Student Attitudes,Economic Factors,Federal Legislation,Academic Standards,Privatization,Social Influences,Social Change,Foundations of Education,Democracy,Politics of Education,Neoliberalism,Role of Education

The idea of breaking free from outdated ideas and practices is nothing new. It is an idea advocated by individuals like Aristotle, Thomas Paine, and Thomas Jefferson. In 1935 Dewey asserted that he viewed education and schooling as the ideal setting for democracy's gestation. He believed that a democratic way of life could best be achieved by rooting democratic practices in the social character of schools. Dewey believed in the expectation that public schools should consciously be partners in the construction of a changed society. Drawing on Dewey's pholosophy, Brian Dotts asserts that what &quot;is&quot; new this time however, is the attempt over the past 40 years to relegate public schools and universities to market caprice thereby removing public commitments to and local and state governance and public accountability over education. In this article, Brian Dotts expresses his concern over this shift and students increasingly seeing themselves more as consumers than learners. Dotts, observes that students have become &quot;less focused on learning, challenging themselves and their beliefs,&quot; less likely &quot;to explore different areas of knowledge, and more interested in obtaining the credential that will enable them to achieve the economic success they desire&quot; (Saunders, 2010, pp. 63-64). Dotts believes that we are also witnessing a gradual inversion in education whereby colleges and schools of education are restructuring their institutions in order to accommodate the excessive federal regulatory requirements that NCLB and Race to the Top impose on schools, teachers, students, and administrators. Dotts points toward a new atmosphere pervading all levels of education with utilitarian aims and disciplinarian methods intended to garner specifically rigid outcomes. The social efficiency model of education has now taken on a novel twist--no longer are policy makers and business leaders demanding that schools meet the needs of training a skilled workforce. Dotts contends that now officials are diligently attempting to privatize public education and he argues against the creation of a reformed hollowed-out education system dedicated to nurturing youth strictly on cold facts and empty labels alone.
Designing a Mathematics Curriculum
Author: Yee, Lee Peng
Date: 2010-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Curriculum,Curriculum Design,Elementary School Mathematics,Foreign Countries,Course Descriptions,Student Characteristics,Teacher Characteristics,Student Evaluation,Models,Teaching Methods

A decade of PMRI saw the changes in the classroom in some of the primary schools in Indonesia. Based on observation, we can say that though the mathematics syllabus in Indonesia did not change, its curriculum has changed under the movement of PMRI. In this article, we put in writing some of the experience gained through the involvement in designing curricula since 1971. Hopefully, some of the observations made may be of use to the colleagues in Indonesia. The discussion below will cover some deciding factors in designing a curriculum, some practices, and the latest trends. For convenience, we keep the discussion general, and do not refer to a specific syllabus. Also, in many cases, we refer mainly to secondary schools, that is, Grade 7 to Grade 10.
A Concrete Situation for Learning Decimals
Author: Pramudiani, Puri
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Arithmetic,Mathematics Instruction,Teaching Methods,Measurement,Relevance (Education),Learning Activities,Mathematics Activities,Elementary School Mathematics,Elementary School Students,Instructional Effectiveness

Learning about decimals is an important part in mathematics. However at the same time, decimals are known as the abstract numbers for students. Mostly in Indonesia, decimal is taught only as another notation for fractions or percentages. There are no meaningful references for them such as the use of concrete situations. This study aimed at investigating one situation that enables students to learn about decimals in a meaningful way, i.e. measurement activities. Design research was chosen to reach the research goal. Realistic Mathematics Education (RME) underlies the design of context and activities. Our findings are that the students could discover decimals and get meaningful situation from it. Measurement activities can promote the students' notion of decimals which, then, provoke the students' thinking into the idea of using number line as a model for placing the magnitude of decimals. Based on these findings, it is recommended that RME be implemented as an approach of teaching and learning decimals.
Supporting Students' Understanding of Percentage
Author: Rianasari, Veronika Fitri
Date: 2012-01-00
Type: Journal Articles
Subjects: Mathematical Concepts,Mathematics Instruction,Teaching Methods,Learning Activities,Grade 5,Elementary School Mathematics,Foreign Countries,Concept Formation,Interaction,Video Technology,Documentation,Measurement,Problem Solving

Many researches revealed that pupils often find difficulties to understand percentage although they are able to recite percent as per hundred and carry out the computations correctly. This might happen due to the way in which the learning percentage has been taught that tends to focus on procedures and recall instead of getting a real understanding of percentage. In Realistic Mathematics Education approach, in which the basic concept is rooted from Freudenthals' idea, mathematics is the activity of organizing matter from reality. Therefore, mathematics should be experientially real for the students. Consequently, in this research the instructional activities were designed through exploring some contextual situations in which percentages play a role. Therefore, this research aimed to develop a local instructional theory to support students to extend their understanding of percentage. This research used design research method as an appropriate means to achieve the research aim. The research involved students and mathematics teachers of grade 5 in SD Laboratorium UNESA and SD BOPKRI III Demangan Baru Yogyakarta.
Exploring Primary Student's Problem-Solving Ability by Doing Tasks Like PISA's Question
Author: Novita, Rita
Date: 2012-07-00
Type: Journal Articles
Subjects: Problem Solving,Academic Ability,Elementary School Students,Formative Evaluation,Self Evaluation (Individuals),Task Analysis,Interviews,Student Attitudes,Competency Based Education,Developmentally Appropriate Practices,Standardized Tests,Program Validation,Pretesting,Transcripts (Written Records),Curriculum Evaluation,Grade 6,Foreign Countries

Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education. The term &quot;problem solving&quot; refers to mathematics tasks that have the potential to provide intellectual challenges for enhancing students' mathematical understanding and development. In addition, the contextual problem that requires students to connect their mathematical knowledge in solving mathematical situational problem is believed to be an impact on the development students' problem-solving ability. The tasks that have been developed by PISA meet both of these criteria. As stated by the NCTM, that problem-solving skill and ability should be developed to students when they were in primary school (K5-8), therefore, it is important to do an effort to guide students in developing problem-solving ability from primary school such as accustom students to do some mathematical solving-problem tasks. Thus, in this research we tried to investigate how to develop mathematical problem-solving tasks like PISA's question that have potential effect toward students' mathematical problem-solving abilities? We used a formative evaluation type of development research as a mean to achieve this research goal. This type of research is conducted in two steps, namely preliminary stage and formative evaluation stage covering self evaluation, prototyping (expert reviews, one-to-one, and small group), and field test. This research involve four primary schools in Palembang, there are SD Muhammadiyah 6 Palembang, MIN 1 &amp; MIN 2 Palembang, and SDN 179 Palembang. The result of this research showed that the mathematical problem-solving tasks that have been developed have potential effect in exploring mathematical problem-solving ability of the primary school students. It is shown from their work in solving problems where all of the indicators of problem-solving competency have emerged quite well category. In addition, based on interview results from some students, it is known that they like to do such tasks because they can improve their reasoning, creativity and thinking ability.
Students' Modelling in Learning the Concept of Speed
Author: Khikmiyah, Fatimatul
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Mathematics,Elementary School Students,Learning Activities,Mathematical Concepts,Spatial Ability,Motion,Problem Solving,Interviews,Video Technology,Transcripts (Written Records),Mathematical Models,Time,Teaching Methods,Teacher Attitudes,Student Attitudes

Previous research shows that speed is one of the most difficult in the upper grades of primary school. It is because students must take into consideration two variables; distance and time. Nevertheless, Indonesian students usually learn this concept as a transmission subject and teacher more emphasizes on formal mathematics in which the concept of speed given as &quot;distance by time&quot; rigorously. A sequence of learning activities with toy cars context was designed based on students' development and Realistic Mathematics Education (RME) principles which are guided reinvention, didactical phenomenology and emergent modelling. Using their own models, students are able to explain a proportion among distance and time in speed as well the relationship of it.
Examination of Science and Math Course Achievements of Vocational High School Students in the Scope of Self-Efficacy and Anxiety
Author: Yüksel, Mehmet
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Science Achievement,Mathematics Achievement,High School Students,Vocational Education,Physics,Biology,Chemistry,Self Efficacy,Anxiety,Questionnaires,Student Attitudes,Correlation,Likert Scales,Statistical Analysis,Multiple Regression Analysis

This study attempted to predict physics, chemistry, and biology and math course achievements of vocational high school students according to the variables of student self-efficacy, academic self-efficacy, state anxiety and trait anxiety. Study data were collected using a questionnaire administered to the students of a vocational high school located in Ankara, the capital city of Turkey. According to the results of the study, academic self-efficacy perceptions of students predicted achievement in physics, chemistry and math courses. Achievement in biology course, on the other hand, was predicted by student self-efficacy. When the results were examined according to the anxiety variable, trait anxiety was detected to predict physics course achievement and state anxiety to predict math course achievement. Study results showed that types and effects of anxiety and self-efficacy variables vary depending on the characteristics and nature of courses.
Developing Metacognitive and Discursive Activities in the Indonesian Mathematics Education. Results of a Feasibility Study
Author: Kaune, Christa
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Feasibility Studies,Mathematics Instruction,Metacognition,Academic Discourse,Mathematics Skills,Mathematical Concepts,Numbers,Teaching Styles,Instructional Effectiveness,Secondary School Mathematics,Secondary School Students

This article reports on the findings of a German-Indonesian feasibility study, which has been conducted to examine whether a more extensive pilot study could be successful. The objective of the pilot study is to enhance the mathematical skills of Indonesian students in the 7th class by increasing the number of students who can really understand the mathematical concepts and methods introduced in class. In order to achieve this, a learning environment for the introduction of integers was designed and implemented in class. During its implementation a teaching style has been practised which encourages metacognitive and discursive activities in the students. In this paper the theoretical background for the construction of a comparing test is set out, several exercises are presented as examples and on the basis of student solutions, taken from the test, the effects of the innovative teaching is demonstrated.
Development of Metacognitive and Discursive Activities in Indonesian Maths Teaching: A Theory Based Design and Test of a Learning Environment
Author: Kaune, Christa
Date: 2011-01-00
Type: Journal Articles
Subjects: Metacognition,Secondary School Students,Mathematics Instruction,Teaching Methods,Instructional Effectiveness,Cross Cultural Studies,Foreign Countries,Pilot Projects,Learning Activities,Problem Solving,Mathematical Concepts,Workbooks,Dialogs (Language),Discourse Analysis,Story Telling

We report on a German-Indonesian design research project, which aims to significantly increase the mathematical skills of secondary school students. Since results of international comparative studies have shown that there exists a relationship between metacognition and learning success, a learning environment for the beginning with secondary school mathematics in class seven has been developed, in order to significantly enhance metacognitive and discursive activities of students and teachers. The effectiveness of the approach has been tested in a secondary school several times. In this paper the theoretical background for the design of the learning environment is described, some sample exercises are presented and student productions from the project lessons analysed.