Mathematics Classes Research Articles

Verhulst Discrete Logistic Growth

Summary In undergraduate mathematics classes, the most common discrete version of logistic growth is defined by the difference equation . While this is a natural analog of the logistic differential equation, and while in many cases it produces results similar to those of the continuous model, it can also give rise to chaotic behavior. This paper derives in a natural way an alternative discrete logistic model, defined by the Verhulst difference equation, with several noteworthy properties. For example the Verhulst equation has closed form solutions given by continuous logistic curves and never leads to chaotic behavior. Our development of the Verhulst equation also provides a beautiful example of the formulation-application-refinement cycle of mathematical modeling. For these and other reasons, the Verhulst equation deserves a place in the undergraduate curriculum alongside the more familiar logistic difference equation given above.

Comparison of 3rd Grade Mathematics Classes in Terms of Mathematics Curriculum and their Implementation in the Classroom Environment: the Case of Turkey and Canada (the Province of Ontario)

Canada is one of the countries with the highest scores in mathematics achievement tests according to OECD and PISA reports. In this connection, the current study was planned with the intention of comparing Turkey and Canada in terms of both their mathematics curricula and practices in mathematics classes. In the current study, it was aimed to compare 3rd grade mathematics curricula and mathematics classes in Turkey and Canada (Ontario) in general and to compare them in terms of curriculum and any educational and instructional activity conducted in the classroom environment so that similarities and differences could be determined. The study was structured as a comparative case study. For the Canadian part of the study, the 3rd grade mathematics classes of a private primary school in the Ontario Provincial Region were observed in the classroom for 3 months. Similarly, the 3rd grade mathematics classes of a state school located in a central district of high socio-economic status in the city of Ankara were observed. The data were obtained from in-class observations conducted throughout the whole process, interviews with the teacher, and the teaching materials and curricula used by the teachers and students in the process. The results of the study revealed that mathematical process skills were presented in a little more detail in the Canadian curriculum and that skills such as reflection, choosing the appropriate electronic equipment were associated with problem solving and reasoning. It was observed that the inclusion of different skills in the curriculum caused differentiation in the roles of teachers in the classroom. It was determined that Canadian mathematics classes were student-centred, were dominated by the active learning process and richer cognitive content that supported the development of problem solving and reasoning skills.

Pointed polysynchronous interactions in CLIL mathematics class during the COVID-19 pandemic: Translation, translanguaging, and trans-semiotizing

Pointed polysynchronous interactions in CLIL mathematics class during the COVID-19 pandemic: Translation, translanguaging, and trans-semiotizing

Effect of task-based group experience on collaborative learning: Exploring the transaction activities.

Collaborative learning is a widely used approach where students gather in small groups to solve problems and develop skills. However, grouping students is not always effective, and it may be necessary to provide task-specific collaborative experiences to optimize their interactions for subsequent learning tasks. To test this hypothesis, we conducted an experiment with 90 Ecuadorian students in their mathematics class. Participants were 90 Ecuadorian students (average age = 13.80 years, SD = .70; 48.89% female) from a private school in Sangolquí, who participated as part of their mathematics class. The experiment consisted of four phases: preparation, learning, retention one-day testing, and delayed seven-day testing. In the preparation phase, 15 triads received guidance on working collaboratively with quadratic equations (i.e., experienced groups), while 45 other individual learners worked independently. In the learning phase, 15 experienced triads and 45 individual learners (who were later divided into 15 non-experienced triads) received a new learning task in the domain of economics, precisely the break-even point. The experienced group outperformed the non-experienced group in the retention one-day test, investing less mental effort and demonstrating greater efficiency. However, there was no significant difference in the delayed one-week test. We analysed the interactions of the groups and found that experienced groups exhibited more cognitive, fewer regulatory, an equal number of emotional interactions, and fewer task-unrelated interactions than the non-experienced groups. Providing task-specific collaborative experiences can reduce the cognitive load associated with transactional activities and increase learning in new tasks.

A Case Study on Teacher’s Challenges on Inclusive Mathematics Classes in a Secondary Public School

Inclusive education became the mainstream educational system in the Philippines. The study used a qualitative research design employing a case study approach. Two Mathematics teachers were observed and interviewed. Purposive sampling was used to choose the participants. Data gathering is carried out through open-ended questions, interviews, and observation. Three themes emerged in the study: lack of ASL training, personalization in pedagogy, and upskilling teachers’ competency in inclusive education. This study reveals that learning should not be constrained and can be attained when everyone collaborates. It was evident that teaching is a continuous process that should not be interrupted because teaching is the noblest profession. Teachers and administrators should offer programs, projects, and activities connected to pedagogy, addressing diversity and personalizing in providing excellent services since inclusive education is now available within the educational system. It is recommended in the study to strengthen and expand inclusive education so that each student can be given more priority in accessing education for all, give them more possibilities and opportunities to address their differences, and strengthen their inherent capabilities as valuable members of society. The study seeks to contribute to the existing body of knowledge on inclusive education by exploring the experiences and perspectives of educators in the field.

Development Of Learning Multimedia In Mathematics Subjects For Grade III Elementary School Students

The background of this research is due to several facts found in the field. This is because students have difficulty understanding the concept of multiplication and division and students have difficulty understanding multiplication and division of two-digit numbers. This study aims to produce learning multimedia products in Mathematics class III SD that are valid, practical, and effective.This type of research is development research known as Research and Development (R&D), using the 4-D development model. The development procedure in this study consisted of 4 stages namely; (1) Define, (2) Design, (3) Develop, (4) Disseminate. The product validity test was carried out by 3 validators, namely 1 material expert validator and 2 media expert validators. Product trials were carried out on 20 third grade students at SD Negeri 27 Limau Asam with the aim of knowing the practicality and effectiveness of the product being developed. Development of learning multimedia, the results of which were assessed by 2 material and media validators, each of which was categorized as "very valid", which scored 92.30% for material, and 95.71% for media, but there were several revisions to material and media . The results of the practicality trial analysis obtained an average value of 91.87% so that learning media products were in the very practical category. The effectiveness test that has been carried out shows t count > t table so that it shows a significantly higher difference between pretest and posttest. These results indicate that this product is effective and can be used. Based on the results of the validity, practicality, and effectiveness tests, it can be concluded that the learning media produced are feasible so that they can be used in Mathematics Class III SD. This learning multimedia can also improve learning outcomes, it is proven that student learning outcomes have increased from pretest to posttest scores.

Application of Mathematical Model-Latent Class Model in Methodological Evaluation of Diagnostic Algorithms and Imperfect Reference Standard of Selected Index Test Techniques in Parasitology

INTRODUCTION Intestinal parasites are even today major contributors to the global burden of disease burden, affecting especially the population living in regions, in the developing countries according to the report of Alum and colleagues (Alum et al., 2010) [1]. Neglected tropical diseases have gained global attention despite the fact that it is a major problem of the developing nations thus, lymphatic filariasis and soil-transmitted helminths like Ascaris lumbricoides, Hookworm and Trichuristrichiura have contributed to increased disease burden of unimaginable proportion (Harhay et al., 2011) [2]. Furthermore, in recent time; zoonotic helminths have been increasingly reported as a cause of spurious infection in human beings (Gonçalves et al., 2012) [3]. Nevertheless, general public health safe practices cum personal hygiene among other factors like potable water availability, socio-economic conditions, education, temperature, humidity and the survival of the environmental different stages of the parasites are some of the factors that determine and promote the transmission of intestinal parasites (Alum et al., 2010) [1].

Teachers’ Perceptions and Attitudes Toward the Use of Bitmojis to Support Equity in Math Classes

Equity in education is an indispensable issue that demands attention and awareness, especially in the contemporary era of pandemics and distance learning. This qualitative study aims to understand better how Filipino teachers feel about using Bitmojis in Math classes and the potential support it could offer in creating equitable education. Using a snowball sampling technique, 11 teachers who used Bitmojis last year as part of their instructional tools were individually interviewed via Zoom in a semi-structured interview format. Their experiences were thoroughly examined through a phenomenological- descriptive approach. Responses were analyzed, and the themes developed from the data explained the teachers’ diverse but significant experiences, perceptions, attitudes, and challenges toward integrating Bitmojis in their Mathematics classes. Though the study presents a discovery in the field of education, the results revealed a very promising contribution of Bitmojis to Mathematics in the domains of engagement, usability, and equity. In conclusion, the employment of Bitmojis in Mathematics instruction confirms that it helps promote students’ sense of equity when used appropriately and accordingly.

Analysis of Problem Based Learning Model on Students' Cognitive Intelligence in Mathematics Class IV Elementary School

The primary objective of this study is to investigate the impact that the PBL learning paradigm has on the cognitive ability of pupils. Quantitative techniques and experimental approaches are used in this kind of study. This design is a quasi-experimental one with a nonequivalent control group. SDN 111 pupils make up the whole population of this area, which has a total of 300 individuals. SDN 111 Pekanbaru provided the samples, which consisted of 25 pupils from class IV A and 25 students from class IV B. The method of sampling is called probability sampling, and it is combined with plain random sampling. The instrument is a description exam questions. The findings of the research using the independent sample t test demonstrate that Tcount = 2.840 and Ttable = 2.007, where Tcount is bigger than Ttable (2.840 > 2.007). Given these findings, we may conclude that H1 is correct and H0 is incorrect. To summarize, the implementation of the PBL model has a positive impact on the level of cognitive intelligence exhibited by primary school children.

The role performed by the teacher’s question in the learning of quadratic function in an exploratory mathematics class

Communication plays a key role in teaching and learning processes. Questions are a communicational act greatly used by teachers to structure their discourse, establish dynamics, and foster interaction between the different participants in the classroom. In view of these potentialities of questions in the classroom context, we have developed a teaching experiment with the aim of understand the role of the teacher's question in the learning of topics on functions. Considering the nature of this aim, a methodology of qualitative and interpretative nature was used. The data collection was based on the students’ written productions and on the audio and video recordings of a mathematics class of a Grade 10 educational group (in northern Portugal). Data analysis is based on content analysis techniques, crossing collected data and categories emerging from the literature. The study revealed that the teacher’s questions alternated between confirmation, focalization, and inquiry, with inquiry prevailing. Questions aimed at testing the student’s knowledge gave both the teacher and actual student important information. Questions that focused the student’s attention on a particular detail enabled the students to organize their reasoning and structure their answer. Questions that required the students to explain or justify their thoughts were those that proved to most contribute to the development of the student’s reasoning process.

A Systematics Literature Review of Computational Thinking in Mathematics Education: Benefits and Challenges

<span lang="IN">Computational thinking (CT) is a leading skill that must be possessed by students and is believed to be one of the keys to future success in a digital society. These skills are often associated with computer science but are now starting to be integrated with other fields of science, including learning mathematics. This literature review aims to study the benefits and challenges of computational thinking (CT) in learning mathematics. This literature review analyzes six references from the Scopus database based on predetermined keywords. Furthermore, content analysis was conducted to see the advantages and challenges of implementing CT in mathematics classes. Based on a literature review, there are several benefits of computational thinking in mathematics class, one of which is that CT improves student performance in learning mathematics; through CT skills, namely generalization and algorithmic thinking, it can help students solve computational problems well, learning that involves CT has the potential to have a positive influence on higher-level thinking skills (logic, algorithmic, and problem-solving views), as well as helping students solve real problems that he found. However, several challenges need to be faced, including the need to pay attention to the duration of learning to improve CT skills, the need for resource readiness which includes teacher competence, teaching materials, and assessment instruments, and teachers need to prepare and design didactic sequences. This literature review is expected to provide educators with an understanding of the extent to which CT can shape mathematics learning to be more creative and meaningful</span>

Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents

Using large, representative samples (N = 76,818) of 15-year-old students in eight countries that took part in the 2018 edition of the Programme for International Student Assessment (PISA) we develop multilevel regression models to estimate the association between boredom and reading and mathematics achievement and multilevel moderation models to estimate the likelihood that students will experience academic boredom as a function of their use of ICT and how enthusiastic they perceive their teachers to be. Students who reported being bored in mathematics classes had lower mathematics and, in some countries, lower reading achievements than students who did not report being bored in mathematics classes. By contrast, results did not reveal a consistent association between boredom in language and literature classes and during self-study and mathematics and reading achievement. The use of ICT for leisure was associated with a higher likelihood that students reported being bored. By contrast, the use of ICT for learning at home was associated with a lower likelihood that students reported being bored. Students who perceived their teachers to be enthusiastic, whether they used ICT or not, were considerably less likely to report being bored. The association between ICT use and boredom was moderated by teacher enthusiasm. In particular, the use of ICT for leisure was associated with higher boredom among students whose teachers lacked enthusiasm whereas the use of ICT at school was associated with higher boredom among students who perceived their teachers to be very enthusiastic.

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS HIGHER ORDER THINKING SKILLS (HOTS) PADA MATA PELAJARAN MATEMATIKA KELAS IV SDN 01 KEMIRI

The background that prompted this researcher was the teacher student worksheets in teaching in class which found that teachers still use Low Order Thinking Skill (LOTS) based student worksheets which contain multiple choice questions and short entries that do not integrate questions in the form of skills. higher order thinking into student worksheets. This study aims to determine the validity and practicality of Student Worksheets (LKPD) based on Higher Order Thinking Skills (HOTS) in Mathematics class IV at SDN 01 Kemiri. This type of research is Research and Development proposed by Sugiyono by using the development procedure up to stage seven, namely revising the product. The results showed that Student Worksheets (LKPD) based on Higher Order Thinking Skills (HOTS) were valid and practical for grade IV elementary school students with intervals of 81% -100% included in the "Very Eligible" category.

Relationship between laboratory method of teaching, students’ attitude and gender on students’ performance in geometry

The relationship between the laboratory method of instruction, students' attitudes toward geometry, and gender on geometry performance was examined in this study. The investigation was conducted in the Jalingo metropolis of Taraba State, Nigeria. Both correlational and quasi-experimental designs were used in the investigation. The study included 160 Upper Basic School II pupils as its sample. Data were gathered using two instruments: the Geometry Achievement Test (GAT) and the Attitudes Toward Geometry Inventory (ATGI). The instruments were validated, and for the ATGI and GAT, respectively, their reliability indices were calculated to be 0.86 and 0.91. The results indicate that while student performance in geometry is inversely connected with the laboratory style of instruction, student attitudes toward geometry are positively correlated. It has been found that 56% of students' success in geometry may be predicted by factors such as their attitude toward mathematics, gender, and instructional strategies used in laboratories. According to the correlation statistics, the laboratory method accounts for 74% of student performance in geometry, gender for 9.6%, and attitude for 7.9%. To foster a good attitude toward geometry, it is recommended that the laboratory method of instruction be promoted in mathematics class.

Pengaruh Model Teams Games Tournament Berbantuan Media Corong Hitung Perkalian (CORTULAN) Terhadap Hasil Belajar Matematika

Study this purpose for understanding the impact of the mastering version Teams Games Tournament with the assist of Funnel Count Multiplication ( Cortulan ) towards results take a look at the third student of Elemtmentary School in Mathematic class. Study that is kind look at Pre-Experimental Design , with the One Group Pretest-Posttest Design version . Samples taken as many as 20 college students who have been used as class experiment. Data series the usage of technique check .Thist text is used to measure the extent to which students in mathematic learning outcomes before and after being given treatment. The analysis used in observe that is Paired Sample T-Test with the SPSS Version 25.zero program .The results showed that the Teams Games Tournament learning model assisted by the Multiplication Counting Funnel (Cortulan) media had a positive effect on mathematics learning outcomes. That element supported with there’s a hypothesis check achived with the Paired Sample T-Test check acquired Sig. (2-tailed) of 0.000 (0.000<0.005).Results of observe this concluded that the usage of the Teams Games Tournament Model with the assist of Funel Media Count Multiplication (Cortulan) topics big to effect observe Mathematics.

Improvement Of Mathematics Learning Outcomes About Flat Building Area Through Stad-Type Cooperative Learning Methods For Grade III Students Of SD Negeri 005 Kepenuhan

The formulation of the problem in this study is Whether the STAD-type cooperative learning method can improve mathematics learning outcomes about flat building area in grade 3 semester 2 students of SDN 005 Kepenuhan 2021/2022?" The purpose of this study is to improve the learning outcomes of mathematics Class III Semester 2 on the subject matter of calculating the flat building area at SDN 005 Kepenuhan in 2021/2022. The results showed that the use of the STAD cooperative method can improve student learning outcomes in grade III mathematics subjects at SDN 005 Kepenuhan. This can be seen from the First Cycle of using the STAD type of Cooperative method, there was an increase, namely from 17 students as many as 11 students (64.70%) who achieved the Minimum Completion Criteria (KKM). And there was a significant increase in cycle II, namely as many as 13 students (76.47%) who achieved the Minimum Completion Criteria (KKM)

Zero to Infinity A Review of Charles Seife’s ZERO: The Biography of a Dangerous Idea

“Nil”, “Nunca”, “Nada”, “Nil”, “Nothing”, “Zero”. Sounds of a multilingual class of mathematics, perhaps. No, it is the sounds around the family table card game as we all declare the number of tricks that we would like to take in a card game called Wizard. The speaker is telling the scorekeeper that they would not like to take any tricks. They would like to take “zero” tricks as if they could gather the zero cards. We all know that we do not want any tricks and we do our best not to take any if we declare that we want zero tricks.

Promoting engagement via engaged mathematics labs and supportive learning

Out-of-class activities play a crucial role in student learning. However, student opinions on the design of these activities are rarely measured across several different classes. The purpose of this study is to understand students’ preferences and attitudes towards new “Engaged Mathematics Labs” in which professors and teaching assistants assisted students in completing an assignment during lab time. We analyze both qualitative and quantitative survey responses from ~200 first year students participating in “Engaged Mathematics Labs” across two different levels of mathematics classes at a large Canadian public university. Results indicate that students enjoy being able to work in groups regardless of major or gender. Moreover, students learned to effectively use resources available in the course to solve questions that deepen their understanding of course concepts. Understanding the student preferences from this study can help form the design of future learning activities and future pedagogical studies.

DIGITAL TECHNOLOGIES IN MATHEMATICS EDUCATION

The article reviews conceptions to recognize pedagogical practices, elucidating how digital technological elements contribute to education. The study addresses the importance of understanding the benefits and challenges of integrating digital technologies into education, and discusses how these resources can promote innovation and the development of new pedagogical practices? In addition to suggesting, that computer, math software, websites and online tutorials, with this, students can access information about mathematics quickly, making it easier for them to learn and apply math concepts. In this perspective, it should be considered that digital média can be useful when used in a responsible and educational way to build knowledge, because they offer teachers and students a wide variety of resources to use in the classroom. This text aimed to bring a reflection on the technologies used in mathematics class. This discipline requires a lot of dedication and study. In a way, technological resources can certainly be useful for improving the quality of teaching and learning.

English

This paper makes a case for curriculum development and evaluation. It emphasized the new dimensions to enrich mathematics education in Nigeria. The paper therefore examined the meaning of curriculum. It highlighted issues involved in planning the mathematics education curriculum such as purpose of the curriculum, current knowledge level of students and materials. Also, it examined the practical aspect of developing the mathematics education curriculum as well as the implementation of the mathematics education curriculum and dissemination. Besides, the paper highlighted the evaluation process in mathematics class as well as evaluation problems and solutions in mathematics education. The paper recommended that the opinions of teachers, school authorities and students should be sought in curriculum development in Nigeria as well as field validation and face validation of curriculum materials in mathematics education. Key words: Curriculum development, evaluation, mathematics education, curriculum dissemination.