Connected Mathematics Project Research Articles

The Effect of Connected Mathematics Project Model and Learning Cycle 5e Model on Mathematics Learning Outcomes

The Effect of Connected Mathematics Project Model and Learning Cycle 5e Model on Mathematics Learning Outcomes

Student learning and instructional tasks in different curricular contexts: A longitudinal study

This paper compares the longitudinal effect of instructional tasks on algebra learning that used a Standards-based curriculum [Connected Mathematics Project (CMP)] to that of classrooms that used a traditional curriculum (non-CMP). CMP was developed based on the National Council of Teachers of Mathematics (NCTM) Standards and can be characterized as a problem-based curriculum. CMP teachers were more than three times as likely to implement high-level instructional tasks than non-CMP teachers. Increases in the cognitive demand were associated with enhanced growth rates in problem solving, computation, and equation solving. Notably, when controlling for the cognitive demand of the instructional tasks, the advantage of the CMP curriculum over the non-CMP curricula on students’ growth in problem solving disappeared. However, non-CMP curricula had an advantage on students’ growth over the CMP curriculum after the cognitive demand of the instructional tasks was controlled.

Implementation of the connected mathematics project learning model on students' mathematical critical thinking ability

Students' low critical thinking ability in learning mathematics is a major problem in research. This needs to be overcome by implementing learning that provides opportunities for students to develop their thinking ability rationally and well-structured in learning mathematics. One learning model that supports this learning is the Connected Mathematics Project (CMP) learning model. This study aimed to describe quantitatively the implementation of the CMP learning model on students' critical thinking ability in mathematics. This type of research is quasi-experimental with a one-group pre-test and post-test post-test design. The research instruments were observation sheets and tests. The results showed that the application of learning observed in 4 meetings in terms of 9 student activities in learning in the sample group met the criteria for being effective. The student's critical thinking ability through the paired t-test showed a significance value of 0.00, which was smaller than the alpha level of 0.05, meaning that there was a significant difference in the average score from the pre-test to the post-test. Furthermore, the n-gain value obtained is 0.36 (medium). Thus, it was concluded that implementing CMP learning on students' critical thinking ability was effective.

The Influence of the Connected Mathematics Project Model on Mathematics Learning on Students’ Mathematics Learning on Students’ Mathematical Reasoning Abilities at SMAN 2 Rumbio Jaya

This research was motivated by the problem of low mathematical reasoning ability of students in mathematics learning in grade XI SMAN 2 Rumbio Jaya. One solution to overcome this problem is to use the connected mathematics project (CMP) learning model. The purpose of this study was to improve the mathematical reasoning ability of high school students. This type of research is quasi-experimental research or pseudo-experiments involving two classes that are given different treatments, namely the experimental class and the control class. The research subjects consisted of class XI where class XI IPS1 was an experimental class with a total of 19 people and class XI IPS2 in the form of a control class with a total of 21 people. The sample technique uses simple random sampling. Before being given experimental class treatment and control class is first given a test, namely pretest, and after being given experimental class treatment and control class given posttest test. The results of this study, students' mathematical reasoning ability in the control class was found to be on average in the control class of 76.19 while in the experimental class it was found to be an average of 83.00. So that the Connected Mathematics Project model has a significant effect on the mathematical reasoning ability of grade XI students of SMA Negeri 2 Rumbio Jaya. This is evidenced by an independent t-test, where the sig value is 0.000 < 0.05.

Connected Mathematics Project in Vocational School: A Teaching Quality that Improves student's Mathematical Reasoning and Resilience

Mathematical reasoning and resilience are essential skills that students need to master in the process of learning mathematics. Both of these skills can be cultivated through instructional models that stimulate students to construct their own knowledge by connecting learning to the real world. One instructional model characterized by these aspects is the Connected Mathematics Project (CMP). Consequently, the purpose of this study is to analyze the effectiveness of the CMP instructional model in enhancing mathematical reasoning and resilience abilities. This research employs a quantitative approach utilizing a quasi-experimental design, specifically the nonequivalent posttest-only control group design. The study was conducted in one vocational high school in Majalengka. Sample selection was carried out using the cluster random sampling technique, resulting in a total of 18 students in the experimental group and 18 students in the control group. The research instruments comprised a mathematical reasoning ability test consisting of three open-ended test items and a mathematical resilience questionnaire. The findings of this study indicate that: (1) students' mathematical reasoning abilities in the CMP instructional model are higher compared to those in conventional instruction; (2) the average percentage of students' resilience attitudes in the CMP instructional model is higher than those in conventional instruction; and (3) CMP instruction is effective in improving both mathematical reasoning and resilience abilities among vocational high school students.

The Influence of Connected Mathematics Project (CMP) Learning Models on Student’s Mathematical Communication Ability in View of Self Esteem

This study examines the effectiveness of the Connected Mathematics Project (CMP) learning model in improving students' mathematical communication skills at MA Madarijul Huda Pati. Because of 46.15% of students demonstrating very low skills and 23.07% falling into the low category, the study aims to: (1) analyze the impact of CMP on mathematical communication skills, (2) compare skills among students with high, moderate, and low self esteem, and (3) explore the interaction between CMP and self esteem. Employing a quantitative quasi-experimental approach, the study involves class XI students selected through cluster random sampling. Results indicate a significant improvement in mathematical communication skills through CMP. Students with high self esteem outperform those with moderate self esteem, while those with moderate self esteem fare better than those with low self esteem. Additionally, students with high self esteem exhibit superior mathematical communication skills compared to students with low self esteem. Notably, an interaction between the learning model and self esteem was observed, influencing mathematical communication skills.

Implementation of the Connected Mathematics Project Learning Model on Students' Mathematical Problem Solving Abilities

Implementation of the Connected Mathematics Project Learning Model on Students' Mathematical Problem Solving Abilities

Meningkatkan Kemampuan Berpikir Kritis Matematis Mahasiswa Menggunakan Model Pembelajaran Connected Mathematics Project (CMP)

This research aims to; (1) knowing the implementation of class actions using Connected Mathematics Project (CMP) learning; (2) knowing student activities in Connected Mathematics Project (CMP) learning; (3) find out whether Connected Mathematics Project (CMP) learning can improve mathematical critical thinking skills of second semester students of Mechanical Engineering at the Raflesia Polytechnic. This type of research is Classroom Action Research with four stages including: Action planning → action implementation → observation → reflection. The subjects of this study were students of the second semester of the Polytechnic, totaling 30 people. Data collection using observation sheets and test sheets. The results showed that the implementation of classroom action with the Connected Mathematics Project (CMP) learning was carried out well, marked by an increase in student learning activities which was offset by a decrease in activities carried out by the teacher so that effective student learning was obtained. Students' mathematical critical thinking ability increases can be seen from the results of the tests given, if in the pre-test results only 5 students reached the good category, then the post-test results as many as 26 students have reached the good category, with 3 indicators, namely identifying problems , generalize and analyze the algorithm has reached a good category, for indicators of solving problems in the category enough. In conclusion, learning using the Connected Mathematics Project (CMP) method for second semester students of Mechanical Engineering at the Raflesia Polytechnic is effective in improving student mathematics learning outcomes.
 
 Keywords: Connected Mathematics Project (CMP), Critical Thinking, Ability Improvement

Ketertarikan Peserta Didik Belajar Matematika Menggunakan LKPD dengan Model Connected Mathematics Project (CMP)

The Covid-19 pandemic has hit the whole world, including Indonesia. This has an impact on various activities, one of which is the learning process, so the process must be done virtually. Therefore, learning alternatives are needed so that students feel interested in learning using the Connected Mathematics Project (CMP) model. This study aims to describe the learning interest of students using LKPD with the CMP model during the Covid-19 pandemic. This research is a descriptive qualitative research. The subjects of this study were students of junior high school class VIII as many as 22 students who were randomly selected in one school. The instrument used in this study was a learning interest questionnaire which was distributed via distributed google form which contained 19 questions as a reference to determine student’s learning interest using the LKPD with the CMP model. The data analysis technique used is qualitative analysis. The results of the study showed that there was a positive impact on students' learning interest, seen from the average percentage of the indicator was 80.09% with a good category. Then for each indicator there are two indicators with very good categories, and four indicators with good criteria. Based on the results of this study, it can be concluded that students have a good interest in learning using LKPD with the CMP model.

PENGARUH MODEL PEMBELAJARAN CONNECTED MATHEMATICS PROJECT (CMP) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP

The research was conducted in students’ mathematical problem - solving skills and there are many students who have difficulty learning mathematics. This is due to the teacher - centered learning. Efforts that can be made to the learning process in the classroom can improve students ' problem - solving skills by selecting and using the relevant learning model. One such relevant learning model is the Connected Mathematics Project (CMP) learning model. The research problem was formulized in "is there any influence of the Connected Mathematics Project (CMP) learning model to the mathematical problem - solving skills of SMP students?". This research aims to determine the influence of CMP learning model to the mathematical problem solving skills of grade VIII SMPN 12 Surabaya. The research method was plied in quantitative methods. Research samples were acquired by two classes with random sampling techniques consisting of experimental classes and control classes, each as much as 37 students. Analysis of the data used in this study is test-T. The results of the study using the test-T showed that there was a influence of the CMP learning model of students learning outcomes of class VIII SMP Negeri 12 Surabaya year 2019/2020 of The System Material of Two-Variable Linear Equations (SPLDV). In addition, students’ mathematical problem solving capabilities include understanding the problems in the experiment class higher than the control class.

APPLYING THE INTEGRATED CURRICULUM CONCEPT THROUGH CONNECTED MATHEMATICS PROJECT (CMP) LEARNERS TO MATHEMATICAL COMMUNICATION SKILLS

Based on the formulation of the problem above, this study has a goal to be achieved, namely: to determine the application of CMP learning to mathematical communication skills. To find out the concept of an integrated curriculum on mathematical communication skills. To find out whether there is an interaction between CMP learning and the concept of an integrated curriculum on mathematical communication skills. The experimenta type used in this study is Quasy Experimental Design. In this study, the sampling technique used was simple random sampling technique. To collect research data, there are several ways to use the data, including questionnaires anad tests. A good instrument must meet important requirements, namely validity test, difference power test, difficulty level and reliability test. Hypothesis testing uses the same two-way cell analysis. As for the results of this study, there in an influence between the CMP learning model and conventional learning on mathematical communication skills. There is no interaction between CMP learning and the integrated curriculum concept on mathematical communication skills. Keywords : concept curriculum integrated, connected mathematics project (cmp), mathematical communication skills

Pengembangan Metode Discovery Learning Dengan Memanfaatkan Media Pembelajaran Matematika Untuk Menghindari Mind In Chaos Siswa Dalam Pembelajaran Matematika

ABSTRACT: This study aims to find out (1) whether or not there is an increase in mathematical creative thinking skills of Madrasah Aliyah students; (2) Student activities during mathematics learning with the connected mathematics project Learning model. The research method used is the quasi-experimental method. The population in the study was class XI Madrasah Aliyah Mathla'ul Anwar Pusat Menes Pandeglang District, while the sample was taken randomly from two classes of six classes in the school. Class XI Religion is an experimental class, namely the class that has learned to apply the connected mathematics project and class XI IPS as a control class, namely the class whose learning applies conventional learning. Question test data were analyzed by descriptive and inferential statistics using the average difference test. The results of the study show: (1) There is an increase in mathematical creative thinking skills using the connected mathematics project learning model; (2) Positive student activities during mathematics learning with the connected mathematics project learning model

An analysis of mathematical connection ability viewed from students’ questioning-skills through the educational tools in connected mathematics project learning model

An analysis of mathematical connection ability viewed from students’ questioning-skills through the educational tools in connected mathematics project learning model

KEMAMPUAN PENALARAN MATEMATIS SISWA MODELDISCOVERY LEARNING DAN CONNECTED MATHEMATICS PROJECT

This study aims to: (1) find out the significant differences of students’ math reasoning abilities with the Discovery Learning model, Connected Mathematics Project (CMP) learning model, and conventional learning models; (2) find out which one of the above models are considered as the better model. This study was a quasi-experimental with the population from eighth grade students of SMPN 6 Bengkulu city and took sample from three classes namely VIII-D as the experimental class 1, class VIII-E as the experimental class 2, and class VIII-F as the control class.The technique for collecting data used a test of mathematics reasoning ability and analyzed by using one-way ANOVA test and continued with LSD test. Based on the result of study there were significat differences in students’ math reasoning abilities by using Discovery Learning, Connected Mathematics Project (CMP) and the conventional learning models.From the BNT test was obtained that Connected Mathematics Project (CMP) learning model gives the better results of students’ mathematics reasoning abilities than the Discovery Learning and Conventional learning models. Keywords: Reasoning Ability, Discovery Learning, CMP

Penerapan Model Connected Mathematic Project untuk Meningkatan Kemampuan Berpikir Kreatif Matematis Siswa Madrasah Aliyah

This study aims to find out (1) whether or not there is an increase in mathematical creative thinking skills of Madrasah Aliyah students; (2) Student activities during mathematics learning with the connected mathematics project Learning model. This research was conducted at the Aliyah Mathla'ul Anwar Madrasah Menes Center in the first semester of the 2017/2018 school year. The research method used is the quasi-experimental method. The population in the study was class XI Madrasah Aliyah Mathla'ul Anwar Pusat Menes Pandeglang District, while the sample was taken randomly from two classes from six classes in the school. Class XI Religion is an experimental class, namely a class that has learned to apply the connected mathematics project and class XI IPS as a control class, namely a class whose learning applies conventional learning. Question test data were analyzed by descriptive and inferential statistics using the average difference test. The results of the study show: (1) There is an increase in mathematical creative thinking skills using the connected mathematics project learning model; (2) Positive student activities during mathematics learning with the connected mathematics project learning model.

Pengaruh Model Pembelajaran Connected Mathematic Project terhadap Kemampuan Pemecahan Masalah Matematika

<pre><em><span lang="EN-US">The purpose of the research is to determine the Impacts of Connected Mathematics project Learning Method on Student’s Mathematics Problem solving Skills at SMP Putra Bangsa. The research method is experiment. Sample of the research is taken from affordable population by using cluster random sampling technique. Size of population is 40 students that divided into two class. The instrument used is essay test as much as 6 items. Analysis technique in this research is t test. Testing requirements of data analysis is Liliefors test for normality and fisher test for homogeneity test. In experiment class L test = 0.1143 and L table = 0.190. in control class L test = 0.0868 and L table=0.190, because L test ? L table, so Ho is received and it can be concluded that the data of the population in normal distribution. F test for homogeneity , F test=1.826 and F table=2.17, because F test? F table, so both of class has same varians or homogen. The result of data analyze t test=3.16 and t table=2.03 at significance level ?=0.05 and freedom degrees=38, so there are impacts of connected mathematics project learning model on mathematics problem solving skills.</span></em></pre>

Searching for evidence of curricular effect on the teaching and learning of mathematics: some insights from the LieCal project

Drawing on evidence from the Longitudinal Investigation of the Effect of Curriculum on Algebra Learning (LieCal) Project, issues related to mathematics curriculum reform and student learning are discussed. The LieCal Project was designed to longitudinally investigate the impact of a reform mathematics curriculum called the Connected Mathematics Project (CMP) in the USA on teachers’ teaching and students’ learning. Using a three-level conceptualization of curriculum (intended, implemented, and attained), a variety of evidence from the LieCal Project is presented to show the impact of mathematics curriculum reform on teachers’ teaching and students’ learning. This paper synthesizes findings from the two longitudinal studies spanning 7 years of the LieCal Project both to show the kind of impact curriculum has on teachers’ teaching and students’ learning and to suggest powerful but feasible ways researchers can investigate curriculum effect on both teaching and learning.

Supporting Middle School Mathematics Specialists’ Work: A Case for Learning and Changing Teachers’ Perspectives

Abstract:In this paper, we highlight one whole-class discussion that took place in a middle school mathematics Rational Number and Proportional Reasoning course, one of the six mathematics courses teachers take to complete our state-wide middle school mathematics specialist program. Statistical measures indicate that teachers made gains in their understanding of concepts and substantial gains in their views of teaching and preparedness. We provide a microanalysis of one of the lessons, to explain, in part, how they might have made this progress. To develop our argument, we coordinate a social analysis with an analysis of the types of specialized mathematical knowledge that teachers might have considered as they engaged in these discussions. As we will illustrate, these types of discussions provided teachers opportunities to consider new visions for mathematics learning and teaching.Keywords: Proportional Reasoning, Mathematics Specialists, Professional Development, Middle School MathematicsProfessional development initiatives that provide continuing, quality support for middle school teachers have received renewed attention in recent years. For instance, Smith, Silver and Stein (2005) stated that due to students' lower-than-expected perfonnance on national and international assessment? (p. xi) the National Science Foundation provided financial support for developers to create new middle school mathematics cunicula (e.g,, MathScape, Connected Mathematics Project & Mathematics in Context). that offered new innovations in teaching and learning mathematics (Reys, Reys & Chavez, 2004}. Providing new curricula and professional development around implementing these curricula can be catalysts for teachers to further develop (or change] practices, make connections among ideas, and better support student learning (Reys, et al., 2004]. However, if teachers do not develop new kinds of practices they may not be able to successfully implement innovative curricula. As Smith, Silver and Stein (2005] state with regard to implementing new middle school curricula,In short, new curriculum materials are unlikely to have the desired impact on student learning unless instruction shifts from its current focus on routine skills and instead focuses on developing student understanding of important mathematics concepts and proficiency in solving complex problems, (p. xi ]Schifter and Lester (2005] mirror Smith et al.'s (2005] position. Speaking about teachers' participation in the Developing Mathematical Ideas programs, they state that if teachers do not construct new visions for mathematics, mathematics learning and the mathematics classroom (Schifter & Lester, p. 97], instructors will not be able to implement these curricula in ways that the developers intend.Schifter and Lester's (2005] position is a useful way to frame our work in our statewide mathematics specialist program for middle school teachers. One of the aims of this work is to help teachers, when needed, to make shifts in their instructional practices so that they can effectively serve as mathematics teacher leaders, who we refer to as mathematics specialists. Our goal is to prepare middle school teachers such that once they successfully complete this program, they will be well positioned to provide ongoing, longterm, classroom-based professional development for fellow teachers in their school buildings.Throughout the program, we know that the course instructors played a key role in helping teachers reflect more deeply about different aspects of their work (cf. Ball, Thames & Phelps, 2008). For instance, teachers reported that course instructors played a key role in helping them develop deeper understandings in the first two courses (Numbers & Operations; Rational Numbers and Proportional Reasoning) (Moffet, Fitzgerald & Smith, 2011]. Additionally, teachers made statistically significant gains in their understanding of mathematics content as well as how to better teach these content ideas (p

Teaching (un)Connected Mathematics: Two teachers' enactment of the Pizza problem

This paper documents the ways mathematical knowledge for teaching (MKT) and curriculum materials appear to contribute to the enactment of a 7th grade Connected Mathematics Project lesson on comparing ratios. Two teachers with widely differing MKT scores are compared teaching this lesson. The comparison of the teachers' lesson enactments suggests that MKT appears to contribute to the mathematical richness of the lesson, teacher ability to capitalize on student ideas, and capacity to emphasize and link key mathematical ideas; yet the relationship of MKT to whether and how students participated in mathematical reasoning was more equivocal. Curriculum materials seemed to contribute to instructional quality, in that the novel tasks contained in the curriculum laid the groundwork for in-depth student problem-solving experiences; they also prevented the low-MKT teacher from making a mathematical error. At the same time, these ambitious materials influenced enactment because of the difficulties they caused teachers: the lesson's tasks needed to be ‘repaired' to enable students to engage with the main mathematical ideas, and off-track student responses to these tasks required remediation. Only the higher-MKT teacher was successfully able to meet the challenge, a finding suggestive of the confluence of MKT and the curriculum materials in informing instructional quality.

Investigating the mathematical equivalence of written and enacted middle school Standards-based curricula: Focus on rational numbers

Although the question of whether written curricula are implemented according to the intentions of curriculum developers has already spurred much research, current methods for documenting curricular implementation seem to be missing a critical piece: the mathematics. To add a mathematical perspective to the discussion of the admittedly controversial and conceptually complex issue of “fidelity of curricular implementation,” this study proposes a method for investigating fidelity that deals with the question of mathematical equivalence of written curricula and their enactments in the classroom. The method rests on the assumption that the curricula, both written and enacted, can be treated as discourses, and that one of the ways to judge their mathematical equivalence is to compare the mathematical objects around which these discourses evolve. As an illustration for how the method works, I analyzed a part of the written Connected Mathematics Project (CMP) curriculum and its enactment in a sixth grade classroom learning about fractions. This analysis showed that the written and enacted versions of the central mathematical objects of the two curricula, rational numbers, differed in almost every aspect: in their ontology, in the relative prominence of their realizations (i.e., symbols, icons and concrete objects) and in the importance attributed to their different properties. These differences may have an impact on the nature of students’ mathematical competence.