Mathematics Books Research Articles

Exploring Sustainability Instruction Methods in Engineering Thermodynamics Courses: Insights from Scholarship of Teaching and Learning

It is important that engineers are educated to consider sustainability in their work. Thermodynamics is a fundamental course required in several engineering majors that has a natural connection to sustainability topics (e.g., energy and limits on efficiency). This work examined how sustainability was included in university-level engineering thermodynamics courses, based on 18 peer-reviewed papers that described Scholarship of Teaching and Learning studies. This review found that environmental issues were included in 15 courses, social issues in 9 courses, and economic issues in 5. There were 11 papers that included topics related to one or more of the United Nations’ Sustainable Development Goals (SDGs), with 8 of the 17 SDGs represented by one or more papers. The learning outcomes from the courses provided many examples of cognitive outcomes at all six levels of Bloom’s taxonomy. In contrast, affective domain outcomes were generally not explicit. Methods of integrating sustainability topics included mathematical examples, labs, projects, service-learning, application-based learning, simulation tools, and book reviews. These examples should inspire instructors to foster sociotechnical mindsets toward engineering, which are a key to educating engineers who value sustainability and who will advocate for its importance in engineering.

Contribution of Laxmi Pati Pandey: A Comprehensive Study of Nepali Mathematician and Astrologer

This article presents a comprehensive study of the life and contributions of Pandit. Laxmi Pati Pandey, a distinguished mathematician and astrologer from 18th-century Nepal. The historical context is explored to understand the intertwining of mathematics and astronomy in Nepalese culture, with a focus on the significance of mathematical induction and the evolution of mathematical thought in Shah era of Nepal. It outlines the historical relationship between mathematics and astronomy in Indian culture, emphasizing the close connection between the two disciplines. It also highlights the emergence of mathematical techniques in Siddhiintas, focusing on their application to solve astronomical problems. The study delves into Laxmi Pati Pandey's mathematical works, including his notable translation of book "Bhaswati," and Sanskrit Text "Ratna Deep". The study adopts a qualitative research design, incorporating historical analysis, content analysis, and interviews. Archival research, literature review, and interviews with descendants and experts are conducted to gather information on Laxmi Pati Pandey's background, contributions, and educational practices. Ethical considerations are highlighted to ensure the respectful treatment of information. Thematic analysis is employed to interpret collected data, identifying key themes related to Laxmi Pati Pandey's contributions and educational practices. The analysis involves a comparison of his work with historical sources to identify potential influences and contributions to Nepali mathematics. The findings reveal Laxmi Pati Pandey's significant contributions to mathematics and astronomy, including the translation of Sanskrit slokas into Nepali and the writing of mathematical books. His influence on educational practices and the development of mathematical education in Nepal is evident. The study uncovers his intellectual legacy through his descendants, such as Lila Nath Pandey and Gopal Pandey.

MarBel Math: Android-Based Electronic Mathematics Book to Enhance Learning Outcomes for Fourth-Grade Students

The limitations in providing innovative learning media that align with the developments in Science and Technology negatively impact students, such as difficulty understanding the material, low learning motivation, and poor learning outcomes. This research aims to develop an Android-based electronic book learning media named MarBel Math for flat shapes material in the fourth grade of Elementary School. This research employs the Research and Development (R&D) method with the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques utilize both test and non-test methods. The data analysis technique involves both quantitative and qualitative data analysis methods. The validation results from content experts yielded an average score of 92%, classified as "very suitable," In the validation test by media experts, an average score of 85% was obtained, classified as "suitable". The study utilized t-test and n-gain analysis to assess the effectiveness of implementing MarBel Math learning media. This test revealed an average increase in student learning outcomes by 68%, with the average increasing from the initial or pre-test score of 54 to 85 in the post-test. From these results, MarBel Math learning media is considered to have very suitable qualifications for use in learning activities and is quite effective in improving student learning outcomes, especially in mathematics learning for flat shapes material in fourth-grade Elementary School.

Effects of AR mathematical picture books on primary school students' geometric thinking, cognitive load and flow experience

Effects of AR mathematical picture books on primary school students' geometric thinking, cognitive load and flow experience

:Reading Mathematics in Early Modern Europe: Studies in the Production, Collection, and Use of Mathematical Books

:<i>Reading Mathematics in Early Modern Europe: Studies in the Production, Collection, and Use of Mathematical Books</i>

Analisis tingkat kognitif soal pada buku matematika kelas IV kurikulum merdeka

&lt;em&gt;This research aims to (1) Describe the suitability of competency test questions with learning outcomes in mathematics textbooks for class IV independent curriculum, and (2) Describe the cognitive level of competency test questions for mathematics textbooks for grade IV independent curriculum according to the revised Bloom taxonomy. This research is a qualitative descriptive study. The data source in this research is the 2022 revised Independent Curriculum Class IV mathematics book. Data collection was carried out using document study techniques. The data validity testing technique used is investigator triangulation and increasing persistence. Data analysis uses analytical techniques according to Miles and Huberman. The results of this research are as follows: (1) There are still many competency test questions that are not in accordance with the learning objectives, namely around 68.57%, and 31.43% of the questions that are appropriate. (2) The composition of the most competency test questions is 31.43% C1 level, 28.57% C2 level, 8.57% C3 level, 11.43% C4 level, 5.71% C5 level, 14 C6 level .29%. It is hoped that the implications of this research can be used as material for consideration and evaluation in choosing books, especially in mathematics learning.&lt;/em&gt;

The Integration of 21st-Century Skills in Grade Eight Mathematics Curriculum

The study measured the extent of the implementation of twenty-first-century skills in grade eight math curriculum in public schools in the Kingdom of Bahrain, and it included all Cycle Three Mathematics Books (or curriculum) for the academic year (2022-2023). The researcher chose grade eight mathematics books in the first and second semesters as a sample for her study; furthermore, the research was conducted using the descriptive-analytical method to analyze the contents of the books using a content-analysis card. The results showed a very high percentage (92.20%) of twenty-first-century skills integration in eighth-grade math books; as a result, the percentage of technical literacy was (14.5%), and the rate of local and global citizenship skills was the lowest (7.6%). In addition, the results showed close ratios between critical thinking, creativity and problemsolving, leadership, and decision-making (13.1% – 13.7%). The math curriculum directs learners to access information through digital technologies and includes different mathematical problems in which digital technologies are used to achieve solutions with the highest percentage (25%- 23.6%). However, it was immediately apparent that the math curriculum content failed to motivate learners to develop their skills concerning environmental sustainability (7.8%) and negotiation skills (7.9%). Overall, the literature showed that the widespread opportunity for 21st-century skills in the mathematics curriculum impacts students’ abilities to obtain high grades in the TIMSS exams. This suggests that integrating science, technology, engineering, and mathematics education into mathematics curricula can provide convenience for students to evolve 21st-century skills in a consequential and effective way.

Rules for Divisibility of Number 7: A New Approach

Rules for divisibility of number 7 has been conspicuously ignored in General Mathematics Book II because the authors then had no clue. However, in an attempt to simplify some of these unaddressed issues while delivering lectures, one is compelled to make further discoveries as to expose our students to some of these simple but difficult areas of study. This paper presents rules for the divisibility of number 7 as well as associated mathematical problems.

Exploring values implicit in Ghanaian Senior High School mathematics textbooks

Values are pivotal in mathematics education. Coming to grips with values in mathematics as a means of understanding them well enough to enculturate children in the subject has been highlighted in the literature. Valuing in mathematics has been positioned as the key driver of both the content of the mathematics curriculum and its teaching. This study explored values implicit in Ghanaian Senior High School mathematics textbooks. A sample of four best-selling Ghanaian Senior High School Form 1 Core Mathematics textbooks were purposely selected for this study. Using a checklist, the study explored mathematical values and mathematics educational values implicit in these textbooks. Findings from the study revealed that mathematical values of Objectism, Progress and Openness were emphasized more in the textbooks, while mathematics educational values namely Formalist View, Theoretical Knowledge, Instrumental learning, Accessibility and Evaluation were also emphasized more. How these values were conveyed is presented and the implications of the results of the study for policy and practice are also discussed, especially the need to use an array of mathematics books rather than only one to teach students in order to expose them to the values they need to become life-long learners in mathematics.

Bloom Anderson's Taxonomy-Based Cognitive Level Analysis of Grade 10 Interactive Mathematics Book Questions

This research examines the distribution of cognitive abilities within the interactive mathematics textbook designed for 10th-grade students. The study recognizes the significance of mathematics education in nurturing students' cognitive skills. However, it also acknowledges the presence of ineffective methods that impede students' grasp of concepts and their capacity to solve problems. Employing a qualitative research approach, the study identifies and resolves questions in the interactive mathematics book. It explains each cognitive skill used to solve these questions and categorizes these skills according to Bloom's taxonomy. The findings reveal an uneven allocation of cognitive skills in both chapters. Questions falling under the application category (C3) are predominant, while those demanding higher-order thinking, such as creation (C6), are limited in number. This lack of diversity and balance underscores the necessity for incorporating a broader array of questions spanning various cognitive levels. The interactive mathematics book for 10th-grade students enhances comprehension and reinforces core principles. Nevertheless, it necessitates refinement in cognitive skill distribution, especially by including more questions that require advanced thinking. Rectifying this disparity would empower the book to foster students' critical thinking and problem-solving skills.

Analysis of Cognitive Domain on Exercises in Numbers and Operations for Year 3 Mathematics Books

Pupils’ low achievement in Numbers and Operations topics in Trends in International Mathematics and Science Study (TIMSS) 2019 has been a concern for the development of mathematics education in Malaysia. Therefore, the quality of mathematics textbooks and activity books, especially in the cognitive domain of exercises, is essential to ensure effective learning of mathematics contents. Thus, content analysis was performed to identify the cognitive domain of exercises in Numbers and Operations topics in the Year 3 mathematics textbook and activity book based on the TIMSS 2023 Mathematics Framework. In this study, the exercises in Numbers and Operations were categorised based on types of exercises and cognitive domain aspects. Results showed that most of the exercises of both the mathematics textbook and activity book topics are in the domain of knowing. The findings suggest that the percentage of exercises in applying and reasoning should be increased and aligned to the suggested percentage by the TIMSS 2023 Mathematics Framework. This situation should be aware by curriculum developers to enhance mathematics learning resources for Malaysian pupils towards the international level.

ANALISIS MUATAN SOAL LITERASI DALAM BUKU MATEMATIKA KURIKULUM MERDEKA KELAS X BERDASARKAN PISA

This research was conducted to determine the percentage of literacy questions in the competency test in the Mathematics Textbook for Class X based on PISA. The research was conducted using qualitative methods based on PISA levels. The object of the research was a class X mathematics book. The results showed that the book contained 88% literacy questions, with 8% of the questions being at level 1 of PISA, 31% being at level 2, 29% being at level 3, 21% being at level 4, 8% being at level 5, and 3% being at level 6

The Construction of Definitions Through Padovan’s Combinatorial Model: An Investigation With Didactic Engineering in an Initial Education Course for Mathematics Teachers

Background: Given the oversight of specific topics in the history of mathematics books, this research was motivated by the extensive coverage of the Fibonacci sequence. In addition, the existence of the Padovan sequence, which is considered a Fibonacci cousin, stands out. Objectives: Investigating the Padovan sequence, building its definition through a combinatorial model using manipulative materials based on the theory of didactical situations in the initial mathematics teacher education course context. Design: The research methodological design follows didactic engineering, and a didactic teaching situation is created to investigate the Padovan sequence. Thus, manipulative material was developed to facilitate the teaching process and the construction of the sequence definition. Settings and participants: The interventions were done in the mathematics degree course of a higher education institution in Fortaleza. Five students enrolled in the component of History of Mathematics participated in the study. Data collection and analysis: Data were collected during classes, recorded through photos and audio recordings, based on didactic engineering and the theory of didactical situations. Results: The most relevant result of this study is constructing the definition of the Padovan sequence through the manipulative material. Conclusions: We concluded that the research allowed an investigation of the Padovan sequence, enabling the visualisation of its terms and their integration with other mathematical contents, contributing to teaching these numbers.

Analysis Of The Cognitive Level Of Competency Test Questions In Junior High School Mathematics Textbooks Based On The Revised Bloom Taxonomy

Cognitive ability is one of the substantial things in learning mathematics so that textbooks which act as the main source of learning should encourage the development of students' cognitive abilities and learning goals. The aim of this research is to describe the results of the cognitive level analysis of junior high school mathematics textbooks for class VII semester I based on the revised Bloom's Taxonomy and numeracy. The type of research used is descriptive research. Data was collected by recording and coding the contents of the book which focused on example questions, Let's Practice questions and Competency Test questions. The data analysis technique uses descriptive statistics. The results of the research show that there are several existing literature studies that the cognitive level analysis of competency test questions in mathematics books must be revised so that students can understand the mechanism of questions according to the reading material regarding the contents of the book. The questions contained in textbooks do not contain a good proportion between each cognitive level, and there are still few numeracy questions involving personal, social or scientific contexts.

Development of Multimodal Mathematics and Indonesian Language Books for Elementary School Learning in Bandung Barat

This study aims to (1) develop multimodal mathematics and Indonesian language books for learning in elementary schools, (2) determine the feasibility level of multimodal mathematics and Indonesian books for learning in elementary schools. This study used the Borg and Gall development model research method which consisted of (1) preliminary study, (2) initial product development, (3) expert validation and product revision, (4) limited field trials and product revision, (5) test try the field and the final product. The resulting product is an Android-based learning media in the form of multimodal books for learning mathematics and Indonesian in elementary schools with the subject, integer arithmetic operations, mixed integer arithmetic operations, determining mixed arithmetic operations with whole numbers, looking for main ideas and writing poetry in elementary schools. Based on the formulation of the problem, research results, and discussion, the results of this study can be concluded that (1) the development of Multimodal Book considered several product characteristics, namely, (a) students play an active role, (b) precise and consistent language, (c) music selection, background, buttons, types, colors, attractive letters, (d) animations and images support elementary school students' understanding, (2) multimodal Mathematics and Indonesian Language Books for Elementary School Learning are appropriate to use and can improve the learning of Mathematics and Indonesian Language for Elementary School students in West Bandung Regency.

Analysis of the content of the mathematics book for the fifth grade of primary school in the light of the criteria of integrative organization in the Kingdom of Saudi Arabia

هدفت الدراسة الحالية إلى تقديم معايير التنظيم التكاملي التي ينبغي تضمينها في محتوى كتاب الرياضيات للصف الخامس الابتدائي. والتعرف على مدى تناول محتوى كتاب الرياضيات للصف الخامس على معايير التنظيم التكاملي. وذلك من خلال استخدام المنهج الوصفي، حيث قامت الباحثة بإعداد قائمة بمعايير التنظيم التكاملي وبناء بطاقة تحليل محتوى كتاب الرياضيات، تكونت عينة الدراسة من كتاب الرياضيات المقرر من قبل وزارة التعليم للصف الخامس الابتدائي لعام 1439/1440هـ (الفصل الدراسي الأول). وأظهرت النتائج أن مجالات التنظيم التكاملي قد تضمنها كتاب الرياضيات للصف الخامس الابتدائي بنسب متفاوتة، حيث جاء في المرتبة الأولى مجال المحتوى وبدرجة توافر عالية جدًا، بينما مجال الأنشطة قد جاء في المرتبة الأخيرة وبدرجة توافر منخفضة وحصل مجال الأهداف على درجة توافر عالية اما مجال طرق التدريس والتقويم على درجة توافر متوسطة.

Twenty years of law 10.639

This text presents an analysis of a collection of Mathematics textbooks, carried out for the discipline “Analysis of Mathematics Books and Teaching Materials”, taught in the Graduate Program in Mathematics Education at the Universidade Estadual Paulista “Júlio de Mesquita Filho”. Inspired by the methodology of vertical and horizontal analysis of textbooks, this work aims to understand in what ways the law 10.639/2003 is effective in textbooks that satisfy the demands of the New High School and the BNCC – Base Nacional Comum Curricular. Presenting the historical movements of black populations, mainly the Brazilian one, the text is inspired by the two decades of that law to conduct the analysis criteria and seek to understand in what ways the analyzed collection acts in the constitution of the mathematical identity of black students. At the end of the analysis, it is observed that the law is barely complied with, speaking through erasures and without delving into important points about racial discussions. It is concluded that changes are necessary for compliance with the law to produce positive effects on the constitution of mathematical identities of black subjects.

MOTIVATIONAL COMPONENT OF MATHEMATICS TEXTBOOKS FOR PRIMARY SCHOOL (THE BEGINNING OF THE 21ST CENTURY)

The article analyzes the motivational component of mathematics textbooks for students of grades 2–4 at the beginning of the 21st century, the author of which is the well-known Ukrainian researcher and methodologist M. Bohdanovych. It is significant that these textbooks were used as alternative textbooks by most primary school teachers in Ukraine during the specified period. The analysis was carried out according to our elaborated methodology for studying the motivational component of textbooks designed for younger schoolchildren, which includes the following components: emotionality of the content of the educational material; ways of its didactic organization; textbook design. Ways to implement the motivational function of mathematics textbooks at the beginning of the 21st century for primary school have been described. It was done according to the first component which is the most productive and gives a general idea of the motivational component of the textbook. In particular, mathematics textbooks of the beginning of the 21st century were analyzed according to the criterion of “selection of information taking into account students’ cognitive interests”, which is detailed in the corresponding indicators. In the process of analysis, the positive characteristics of these educational books were established (the presence of characters in the plots of mathematical problems, things and activities that are valuable and close to children’s sensory experience, interesting tasks and mathematical problems with fairy-tale plots, etc.). Also, the shortcomings were indicated. These include insufficient number of the previously mentioned tasks, elements of humor, historical information, “curiosity” sections, etc.). On the basis of the obtained results, scientific and methodological recommendations were formulated regarding the strengthening of the motivational component of textbooks designed for younger schoolchildren.&#x0D; The specified recommendations offer specific instructions on improving the content of the mathematical problems plots to strengthen their motivational orientation, in particular on increasing the number of characters that are attractive to children, objects that children often use in everyday life and which are valueable for them, and types of personally meaningful activities, performed by the protagonists of the tasks, as well as mathematical problems with original and fairy-tale plots; approximate examples of mathematical problems with a natural plot and information on interesting statistics and agriculture are given. It is also proposed to include material in the “curiosity” rubrics in mathematics textbooks, the author provides the tips on the effective use of other means of motivational influence: elements of humor, historical information, prominent people’s quotes, information on comparative linguistics and etymology, local history material, folk traditions and customs, written and oral folklore. The expediency of using the mentioned recommendations in the process of creating modern mathematics textbooks and books on other educational subjects is substantiated..

MATHEMATICS-BASED TEACHING MODEL AND INSTRUCTORS’ FINANCIAL ACCOUNTING PERFORMANCE: AN EXPERIMENTAL STUDY

Double entry bookkeeping (DEB) and the rules of debit and credit (RDC) are first contained in a mathematical book. Using this basic premise, this study develops a mathematics-based teaching model (MBTM) and examines its impact on instructors’ financial accounting performance. This study employed a quasi-experimental method with 43 accounting instructors as participants. The findings indicate that the implementation of the MBTM resulted in a significant improvement in instructors' performance. Furthermore, the teaching experience had a positive effect on instructor performance, particularly when combined with the MBTM approach. Previous empirical research has aimed to compare traditional (preparer) and innovative (user) teaching approaches for the introductory accounting course. In line with this objective, the present empirical study introduces the MBTM as an innovative teaching model and assesses its effectiveness. This study is the first of its kind to implement the innovative mathematics-based teaching model (MBTM) specifically designed based on the history of accounting. It is worth noting that the study also utilized accounting instructors as research subjects, a less commonly employed approach in previous research endeavors.

Enhancing Mathematical Interest and Learning Outcomes: The Lift-the-flap Book Incorporating Tolaki Local Wisdom and Islamic Values

This research addresses the problem of low student interest and learning outcomes in junior high school mathematics. It aims to develop a lift-the-flap mathematics book contextualized with Tolaki local wisdom and Islamic religious values and investigate its impact on students' interest and achievement. The study was conducted following the Research and Development (RD) framework, specifically the ADDIE model comprising Analysis, Design, Development, Implementation, and Evaluation phases for instructional design. The teaching material developed was applied to a Grade VII Junior High School class focusing on numerical topics. Results from data analysis suggested that the material demonstrated a good level of feasibility, scoring 76 percent for media feasibility and 77 percent for content feasibility. Overall, the material was well received by both teachers and students, with positive response rates of 74 percent and 85 percent, respectively. Descriptive analysis indicated a notable increase of 26.43 percent in students' interest in learning mathematics following the use of the lift-the-flap book. Moreover, inferential statistics revealed a significant improvement in students' interest and learning outcomes in mathematics after the implementation of the teaching materials contextualized with Tolaki local wisdom and Islamic religious values. The improvement was statistically significant with a p-value less than 0.05, indicating that the lift-the-flap book has substantial potential in enhancing mathematics education. Based on the results, we recommend further studies to investigate the impact of such culturally-infused teaching materials on other aspects of learning, and exploration of its applicability in other educational levels or subjects.