Course In Arithmetic Research Articles

Sosialisasi Media Aritmatika Sempoa Pada Orang Tua Anak

The abacus is a traditional calculating tool from Southeast Asia such as China, Korea, Taiwan and Japan. According to Chen (2009), it is said that the abacus existed in Babylonia and China around 2400 BC and 300 BC. In education in Indonesia in the 1990s the abacus began to enter the form of arithmetic courses, after 700 years of disappearance. The impact of the abacus is amazing, a kindergarten child who masters mathematics can calculate faster than a calculator. The abacus succeeded in attracting the attention of mothers with small children, who then enrolled their children in abacus arithmetic courses. This program is very appropriate for children aged kindergarten to elementary school. The conditions that occurred in RW 01, Gedong Village, the proposing team found that there were still many children who had difficulty using addition, subtraction operations, or using the abacus. Parents don't even understand how to use the abacus in calculating. Maybe this is because there are no parents to teach their children, because the majority of children in RW 01 are from the lower middle class. To overcome the problems mentioned above, the solution offered in this community service is to provide socialization on abacus arithmetic media to parents of children in the RW 01 Gedong Village environment, in order to optimize children's potential, including: increasing the ability to calculate faster, balancing the use of left and right brain and optimizing it to achieve a level of analytical thinking and correct analytical thinking, training concentration thinking power, helping children to master other subjects, developing imagination so that children's creativity develops, and getting used to numbers makes children not I'm afraid of exact lessons

Teaching redundant residue number system for electronics and computer students

This paper describes a study for teaching number system in a computer arithmetic course and addresses the existing gap in the current course by focusing on the characteristics of applications. A redundant residue number system (RRNS) is an efficient and innovative number system that inherits the interesting properties of both residue number system (RNS) and redundant number systems. It breaks the operands into residues by considering a moduli-set and then signifies the residues by a redundant representation. So, by limiting the carry propagation chain inside and outside the moduli, RRNS proposes more efficient arithmetic units which could be employed in digital signal processing (DSP) applications. Despite the applicability of RRNS, there is not well-organized teaching on RRNS covering the recent achievements. Besides, there is an important question for students and researchers what is the most appropriate number representation for each application category? In this paper, we present a step-by-step education process for RRNS that includes basic concepts of RNS and the redundant number system. Then we address characteristics of different applications that RRNS is suitable to be employed for them. So, the method gives a well-organized proceeding to computer arithmetic designers and students.

Difference between Online and On-site Mathematics Courses in Higher Education

As a result of the rapid spread of the Covid-19 virus, the education system has undergone many changes in order to avoid the spread of the disease. Educational institutions have moved from traditional pedagogy of teaching to the process of online learning. The purpose of this research is to estimate there are differences between learning mathematics online and on-site in Higher Education. To determine if there is a difference between learning math online and on-site, we first analyzed the results of students who have completed the same math course. Then we analyzed the results of students who have successfully completed this course. The students' academic results were measured by the final grade of the exams from the mathematics course, which were provided by the Department of Computer Science and Engineering at UBT University in Kosovo, where the students of this University were part of this study. This research study makes an important contribution to addressing the question of differences between online and on-site mathematics learning and achievement. The findings revealed that there are small differences between online learning outcomes and on-site. The outcomes demonstrated that online learners performed better than on-site learners in the arithmetic course. The results of this study will offer crucial information to higher education institutions looking to provide top-notch online courses that cater to students' and communities' requirements.

Promoting prospective teachers’ conceptual knowledge through web-based blended learning

Fractions remain a difficult concept for students at the elementary level. On that ground, prospective teachers need to develop the conceptual knowledge to have a deep understanding of the concept and how the concepts are related to each other. Furthermore, they must be able to explain the concepts through media in the form of concrete objects or images to help students grasp the whole concept of fractions. This research investigates the effect of web-based blended learning on the development of Conceptual Knowledge of prospective teachers. Web-based blended learning is a combination of online learning and face to face classroom group discussion. Prospective teachers use Edmodo as the learning management system that contains various learning resources such as videos, documents, and students’ assignments in the form of Google Forms. This study design is a non-experimental post-test. The data obtained by using open tests and analyzed descriptively. Participants are prospective teachers who enrolled in the Teaching Arithmetic course in the 7th semester of the 2018/2019 academic year at the Department of Primary School Teacher Training, Universitas Negeri Jakarta, Indonesia. This study found web-based blending learning is an effective learning system to develop prospective mathematics elementary teachers’ conceptual abilities of fractions. It is recommended that this learning system be included in the prospective teachers’ Education module.

ORGANIZATION OF MENTAL ARITHMETIC COURSES FOR PRIMARY SCHOOL STUDENTS.

ORGANIZATION OF MENTAL ARITHMETIC COURSES FOR PRIMARY SCHOOL STUDENTS.

CONVERGENCE OF DIRICHLET SERIES AND EULER PRODUCTS

The first part of this paper deals with Dirichlet series, and convergence theorems are proved that strengthen the classical convergence theorem as found e.g. in Serre’s “A Course in Arithmetic.” The second part deals with Euler-type products. A convergence theorem is proved giving sufficient conditions for such products to converge in the half-plane having real part greater than 1/2. Numerical evidence is also presented that suggests that the Euler products corresponding to Dirichlet L-functions L(s, χ), where χ is a primitive Dirichlet character, converge in this half-plane.

Delayed Start for a Shortened Remedial Mathematics Course

Much research has demonstrated an inverse relationship between appointment delay and one-shot appointment-keeping behavior. In the present study, we investigated whether such relationship is observed with recurrent behavior, such as class attendance and retention within a college course. When a 4-week remedial arithmetic course at an urban community college started at three different times in a semester, the within-course retention rate of the group that started the latest, hence had the longest delay, was the lowest. The aforementioned inverse relationship was observed, while there was no significant difference among the groups in terms of students’ final exam scores. A few suggestions for possible future studies, along with implications for practice, are made. We recommend the use of various forms of reminders to offset the negative impact of delayed start of a course.

Contextualizing Arithmetic into Developmental Elementary Algebra Using Guided Problem Solving

Many colleges are finding that the use of acceleration in developmental education is a promising direction for improved student progress toward a degree or certificate. Acceleration has been defined in the literature as the reorganization of curricula and instruction in ways that facilitate the completion of educational requirements in an expedited manner. A commonly cited technique for acceleration in developmental mathematics is to contextualize material from a prerequisite course into a later course, thereby eliminating the need for the prerequisite course. In this paper, we present a case study of how an arithmetic course was contextualized into an elementary algebra course. We address policy and structural prerequisites, design and implementation, and discuss some consequences of this approach. We conclude with evidence of the success of our approach using quasi-experimental methods. Our intention in this manuscript is to offer concrete examples of how we implemented this work, while maintaining sufficient generality so that abstraction of the basic principles will allow others to replicate this work within different courses.

Development of Arithmetical Thinking: Evaluation of Subject Matter Knowledge of Pre-Service Teachers in Order to Design the Appropriate Course

One of the key courses in the mathematics teacher education program in Israel is arithmetic, which engages in contents which these pre-service mathematics teachers (PMTs) will later teach at school. Teaching arithmetic involves knowledge about the essence of the concept of “number” and the development thereof, calculation methods and strategies. properties of operations on different sets of numbers, as well as the properties of the numbers themselves. Hence, the question arises: how to educate PMTs in order to supplement their mathematical knowledge with the required components? The present study explored the development of arithmetic thinking among pre-service teachers intending to teach mathematics at elementary school. This was done by matching the van Hiele theory of the development of geometric thinking to arithmetic. Analysis of findings obtained both in the present study and in many studies of geometry teaching indicates that this approach to considering the learners’ level of thinking development might lead to meaningful learning in arithmetic course for PMTs.

A Different Third R: Radical Math

Mathematical literacy is more than the ability to calculate. It is the ability to reason quantitatively, the ability to use numbers to clarify issues and to support or refute opinions. Yet the proliferation of arithmetic courses at the college level is evidence that people are not learning even basic computation skills in school. Too many adults cannot use numbers effectively in their daily lives. This article will briefly examine the causes of this situation and will outline a basic arithmetic course that not only teaches adults math effectively, but raises their political consciousness and empowers them to analyze and question the status quo, and to fight back.

Arithmetic of influence of debt crisis on economies of Visegrad Group and challenges ahead

The global financial and economic crisis has fully revealed the risks of over- -indebted countries, whose cause was, inter alia, the maintenance of structural deficits for many years. Economies of the Visegrad Group (V4 Group) conducted even less disciplined fiscal policy than the EU. Nevertheless, the V4 Group has weathered the crisis better than the EU, even though its initial fiscal position was worse. However, in the long term, the fiscal consolidation process will be hindered due to unfavorable demographic trends and the burden on public finances imposed by scarce social security systems. In this respect, the V4 Group is going to experience even greater challenges than the EU. The purpose of this article is to show the arithmetic course and consequences of the sovereign debt crisis on economies of V4 Group as well as the challenges related among others to ageing process its population is going to face in medium and long term.

Arithmetic Teaching in 1926 Textbooks according to the Reports of “The Inspection Committee of Primary School Textbooks”

This study is based on the report of the experts’ evaluation on “Arithmetics” textbooks presented to “The National Education Office” (“Milli Talim ve Terbiye Dairesi” ) to be followed through during the academic year of 1926-1927. The report examines the content, educational methods and techniques of the textbooks for the “Arithmetic Course” in relation with the goals identified in the Primary School Curriculum in 1926. This historical report reflects the shortcomings and the mistakes made in the early “Arithmetic” Textbooks thus having an impact on the structure and the content of the syllabus of arithmetic to be implemented the Primary School Curriculum in 1926. This very report discusses the problems observed in the “Arithmetic” textbooks in the early years of Turkish Republic with an emphasis on the alternative solutions. In conclusion, this study reflects the progress that has been made in mathematics education for the past 87 years

The Effect of Instructional Approach on Mathematics Anxiety and Achievement

Two different instructional approaches were used in six sections of a developmental arithmetic course at a community college. The instrumental approach emphasized the memorization of rules and formulas. The relational approach was concept oriented, and presented mathematics as a cluster of related concepts. Anxiety was measured using the Fennema‐Sherman Math Anxiety Scale (MAS). The instrument used to measure achievement was the Arithmetic Skills Test (AS) of the Descriptive Tests of Mathematics Skills of the College Boards. The pre‐ and posttest scores of the same versions of the MAS and the AS were analyzed using analysis of covariance (ANCOVA). Although a significant difference between the posttest MAS scores of the two groups was found, no difference between the adjusted mean scores was found on the AS (p>.05). The results suggested that students with high mathematics anxiety are more comfortable with a highly structured, algorithmic course than with a less structured, conceptual course in developmental arithmetic.

A new undergraduate computer arithmetic software laboratory

An undergraduate computer engineering laboratory that supports a one-quarter computer arithmetic course is described. This course is required for the computer engineering degree and is taken as a technical option by many students in electrical engineering and computer science. The features of this state-of-the-art laboratory include a local area network of computers, remote access via the campus network, electronic mail, online documentation, and automatic program submittal, grading, and plagiarism detection.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

Calculator Use in the Community College Arithmetic Course

Students (N=150) in a community college arithmetic course were compared in calculator sections using a calculator for all activities and traditional sections using the usual paper-and-pencil algorithms. Achievement, attitudes, retention of material, and percent of course completion were compared using three-way ANCOVAs. Interactions were found between the treatment and age (with calculator treatment proving superior for younger students and the traditional treatment superior for the older students) and between treatment and sex (with the calculator treatment proving better for women and traditional treatment better for men). No differences occurred in percent of course completion.

Calculator Use in the Community College Arithmetic Course

Calculator Use in the Community College Arithmetic Course

Studying the Individual in an Individualized Course in Arithmetic at a Community College: A Report on Four Case Studies

In 1969-70, the author conducted an exploratory study of an individualized course in arithmetic (Math 031) at a community college (Dahlke 1971). The study showed that there were essentially two types of students enrolled in the course: those who needed only a review of arithmetic, and those who needed more than a review. It was found that the former category of students (a clear majority of those enrolled) benefited greatly from the course, whereas the latter students benefited little from it.

The Effect of Mathematics Instruction Using Manipulative Models on Attitude and Achievement of Prospective Teachers

Students in several sections of a theory of arithmetic course at Arizona State University were given instruction with a laboratory approach based on structural manipulative models. Their attitudes and achievement were compared with those of students receiving instruction with lectures and a textbook. The students who used the manipulative models had more favorable attitudes toward mathematics than the other group. However, they were not able to cover as much content and did not have as much measured achievement.

Determining the Best Predictors of Success and of Time of Completion or Dropout in an Individualized Course in Arithmetic at a Community College

In 1969-70, the author conducted an exploratory study of an individualized, self-paced, mastery-oriented course in arithmetic (Math 031) at Washtenaw Community College (WCC), Ann Arbor, Michigan (Dahlke, 1971). A portion of the study, which is the substance of this report, was devoted to determining the best predictors of student success and of time of completion or dropout.

Determining the Best Predictors of Success and of Time of Completion or Dropout in an Individualized Course in Arithmetic at a Community College

Determining the Best Predictors of Success and of Time of Completion or Dropout in an Individualized Course in Arithmetic at a Community College