Elementary Math Research Articles

Footstep adjustment for biped push recovery on slippery surfaces

Despite extensive studies on motion stabilization of bipeds, they still suffer from the lack of disturbance coping capability on slippery surfaces. In this paper, a novel controller for stabilizing a bipedal motion in its sagittal plane is developed with regard to the surface friction limitations. By taking into account the physical limitation of the surface in the stabilization trend, a more advanced level of reliability is achieved that provides higher functionalities such as push recovery on low-friction surfaces and prevents the stabilizer from overreacting. The discrete event-based strategy consists of modifying the step length and time period at the beginning of each footstep in order to reestablish stability necessary conditions while taking into account the surface friction limitation as a constraint to prevent slippage. Adjusting footsteps to prevent slippage in confronting external disturbances is perceived as a novel strategy for keeping stability, quite similar to human reaction. The developed methodology consists of rough closed-form solutions utilizing elementary math operations for obtaining the control inputs, allowing to reach a balance between convergence and computational cost, which is quite suitable for real-time operations even with modest computational hardware. Several numerical simulations, including push recovery and switching between different gates on low-friction surfaces, are performed to demonstrate the effectiveness of the proposed controller. In correlation with human-gait experience, the results also reveal some physical aspects favoring stability and the fact of switching between gaits to reduce the risk of falling in confronting different conditions.

Elementary math class in face-to-face, fully online, and flipped mode: A comparative study on students’ achievement and satisfaction

Excellent certificates are not enough to make excellent teachers rather, teaching demands constant insight, reflection, and suitable pedagogy. Determining the best pedagogical method of course delivery plagues faculty members and schools across the globe. This paper reports on an investigation and outcomes of a comparative study of three different methods of course delivery offered for the same course in an Indian elementary school before the COVID-19 pandemic. The study followed a Design-Based Research (DBR) approach. Comparisons have been made to the collected quantitative data from each teaching method-face-to-face, blended flipped, and fully online-in respect of students’ learning achievement and satisfaction. Findings revealed that participants in the face-to-face group achieved better than the rest two groups. However, students in the flipped group reported better satisfaction with the course than in the other two modes, and it happened within 8 weeks. These results offer implications for selecting the best method of course delivery for elementary mathematics even in unequipped schools, echoing an insight for practice to add effectiveness to the delivery mode.

A model of learning the online course “Creative Thinking through Learning Elementary Maths”

The article considers the development of the online educational model “Creative Thinking through Learning Elementary Maths” and the results of the effciency to implement this course for students of the specialization “Mathematics” while learning Elementary Mathematics. The research represents the development of learning materials for the online course posted in free access on the educational platform “Higher School Mathematics Teacher”. The course components (theoretical, practical, and feedback) are focused on the organization of motivated and consistent students’ activity; open and integrative Rich tasks of three levels of complexity. The course participants’ activity, focused on the recognition, classification, solution, creation of Rich tasks, encourages the formation of the main components of creative thinking that include a problem statement, fluency, flexibility, originality, and elaboration. The first version of the course materials was improved following course users’ wishes, and then the effciency of online course education was checked using an experiment. The analysis of results of the experiment allows concluding about the effciency of the developed model of learning an online course.

A Field Experience without the Field: A Reflective Self-study of Teaching an Elementary Science Field Experience Online During a Pandemic

Teaching a field experience course during a pandemic resulted in unique challenges because preservice teachers could not visit classrooms like they would in a traditional field experience. This article is a self-study exploration of the tensions experienced by a doctoral student teaching an elementary math and science field experience in a fully online setting during the height of the COVID-19 pandemic. To substitute for a lack of available elementary school children, preservice teacher acted as substitutes for children during lesson rehearsals. Preservice teachers were usually poor substitutes for actual children when evaluating the extent to which the pandemic field experience mimicked traditional field experience. Instructional videos were frequently used in an attempt to provide meaningful opportunities for preservice teachers to engage in classroom practices. The perceived usefulness of instructional videos by preservice videos varied based on the type of video that was used.

Race Evasion and Race Cognizance in Elementary Math Teaching: A Study of White Teacher Candidates' Learning, Discourse, and Early Practice

Race Evasion and Race Cognizance in Elementary Math Teaching: A Study of White Teacher Candidates' Learning, Discourse, and Early Practice

Prediction of Limits of Solar‐to‐Hydrogen Efficiency from Polarization Curves of the Electrochemical Cells

The maximum solar‐to‐hydrogen efficiency (STH) in directly coupled photovoltaic‐assisted water‐splitting systems is achieved when the photovoltaic (PV) and electrochemical (EC) devices are power matched precisely. This matching requires that the polarization curve of the EC device crosses the current–voltage (IV) characteristics of the PV device at its maximum power point (MPP). Conversely, each point on the EC polarization curve can be considered the MPP of a PV device optimally coupled to the EC device. Therefore, at each point on the polarization curve, the minimum PV efficiency and maximum EC efficiency can be calculated for a specific irradiance. The product of both efficiencies generates the STH limit that can be attained at that specific point on the polarization curve. This “reverse analysis,” carried out with elementary math, does not involve any modeling or analysis of PV IV characteristics. Herein, this reverse analysis is described and how it can be used to quantify losses in PV–EC systems and the effect of mutual scaling of PV and EC devices is shown. This method is presented using a NiMo/NiFeOX catalyst pair as an example and was applied to a variety of PV–EC combinations described in the literature.

Achievement goals as predictors of female pre-service elementary school teachers’ self-efficacy for learning math in a methods course

ABSTRACT Often pre-service early childhood and elementary teachers, many who are female, feel they are not good at math and appear uncomfortable at the prospect of teaching math. Given the influence pre-service teachers’ attitudes toward math might have on their learning, as well as that of their future students, examining the precursors of mathematical self-efficacy will prove helpful to instructors teaching math in elementary education coursework. Of relevance to the current study, some findings indicate achievement goals are linked to one’s self-efficacy for successfully completing mathematical tasks. However, published studies have not yet examined how the four achievement goals influence the self-efficacy for mathematical learning among pre-service elementary education students. Therefore, a unique purpose of this research is to focus on how achievement goals predict math self-efficacy among 163 female pre-service teachers enrolled in undergraduate elementary education math methods courses. Results reported here are part of a larger study examining pre-service teachers’ achievement goals for mathematical learning. Both mastery-approach and performance-approach goals were positive predictors of pre-service teachers’ self-efficacy for learning mathematics, while math anxiety predicted lower rates of self-efficacy.

IoT-Based Kobela Teaching Aid for Mathematics Learning Multiplication and Division Materials for Grade II Elementary School Students

Kotak Belajar Ajaib (Kobela) is props for elementary school math class II which can help learn to calculate multiplication and division. Based on research conducted by Sugeng Harnanto, Kobela can improve concentration, increase creativity and student learning outcomes. This tool has been tested in low-grade learning and extracurricular learning activities. The average student success in learning without using teaching aid is 54.56 (56.77%), after using teaching aid the average learning success rate reaches 90.52 (94.19%). The level of mastery learning for Basic Competencies: 3.1 Doing Multiplication of Two Numbers have increased by 37.42. In previous studies, the application of Kobela teaching aid in all learning activities was still manual-based. Potential or opportunities for development, especially for reading assessments and automatic data storage are possible to be achieved by implementing the Internet of Things (IoT). In this study, Kobela was built which implements IoT technology for reading, assessment, and recording based on learning activities. Then evaluate the system by testing the functionality of all the learning activities. From the test results, it was found that the system was running 100% by the specified function. The results of system performance testing in terms of sensor readings are on average 3 seconds with 8 Watt room lighting conditions and the average value of the assessment accuracy is 84.

XÂY DỰNG MỘT SỐ NỘI DUNG THỰC HÀNH TỔ CHỨC HOẠT ĐỘNG TRẢI NGHIỆM TOÁN HỌC CHO SINH VIÊN NGÀNH GIÁO DỤC TIỂU HỌC TẠI TRƯỜNG SƯ PHẠM

Practical and experiential activities are one of the contents throughout the current general math curriculum in general, and the elementary school math program in particular. Pedagogical schools need to prepare potential primary school teachers to fulfill the requirements of organizing mathematical experiential activities in the training process. In which, it is necessary to identify and develop practical contents of organizing mathematical experiential activities to ensure the theory of experiential activities, to ensure compliance with the requirements of mathematics education in primary schools in order to orient proper training and improvement in students' ability to organize mathematical experiential activities

DEVELOPMENT OF 4C-BASED HOTS ASSESSMENT TO IMPROVE CRITICAL THINKING SKILLS IN GRADE 6 STUDENTS OF KUDUS ELEMENTARY SCHOOL

ABSTRACTThis study aims to: (1) Formulate the development of HOTS assessment design based on 4C to improve students' critical thinking ability in mathematics learning grade VI elementary school in Kudus District. (2) Describe the characteristics of 4C-based HOTS assessment in mathematics learning grade VI elementary school in Kudus District. (3) Analyze the effectiveness of 4C-based HOTS assessment to improve students' critical thinking ability in grade 6 elementary math learning in Kudus District. This research uses research and development (R&D) design. The development design adapts the development model according to Borg & Gall which consists of ten stages. The trial was conducted on 37 students at SD 1 and 2 Gribig as an experimental group, and 36 students at SD 1 and 3 Klumpit as a control group. Data is collected with observations, questionnaires, tests, and interviews. 4C-based HOTS assessment effectiveness data analyzed with gain test, t test at significance level of 0.05. HOTS assessment developed in the form of HOTS assessment instruments based on 4C (Critical thinking, creativity, collaboration, communication)which has 7 characteristics, namely: 1) measuring high-level thinking ability, 2) divergent, 3) using multirepresentation, 4) contextual problem-based, 5) using various forms of questioning, 6) ability to measure communication, and 7) measuring the ability to work together. 4C-based HOTS assessments were effective in improving students' critical thinking ability and learning outcomes, as evidenced by an increase in the average score of students' critical thinking ability in the experimental group, namely 80.59 with moderate categories and an increase in the average score of student learning outcomes in the experimental class, 89.05 with a moderate category. Based on the description above, it can be concluded that HOTS 4C-based assessment is able to improve the critical thinking ability of elementary school grade 6 students.Keywords: textbooks, local wisdom, thematic, elementary school..

Curriculum design in the flipped classroom for elementary math lessons

This research aims to design a curriculum in the flipped classroom in elementary math courses based on the synthesis research method. The statistical population included all valid scientific papers regarding the flipped classroom. A total of 120 scientific papers were identified based on inclusion criteria, and finally, 60 research papers were selected based on exclusion criteria for final analysis. A researcher-made worksheet was used to collect, report, and record the information of the initial research. Findings were analyzed using Marsh’s seven-step model of synthesis research and open and axial coding methods. The results indicated that the flipped classroom in an elementary math course is a student-centered program that creates different roles and responsibilities for the learner, teacher, and knowledge.

Elementary Math Learning Design: An Integration with Islamic Environmental Ethics in the First Grade

AbstractThis research discusses the design of mathematics learning based on Islamic Environmental Ethics (IEE). The purpose of the research was to discover how to implement IEE in elementary mathematics learning, especially grade 1. This qualitative research method begins with the analysis of condition grade1 to 6. By analyzing the themes of grade 1 to grade 6, then themes are qualified percentage according to the use of terms related to Islamic Environmental Ethics (IEE) and after that, compiled a matrix containing competencies, classes, activities and assessments to implement it. The results of this study are, the first year has the lowest percentage of 32.5 % of its IEE content so it needs to be developed. From the selection of basic competencies, KD 3.5, 4.5, 3.6 and 4.6 are selected for their implementation. The implications obtained by the IEE component concerning Islamic concern for the earth, especially those listed in the hadith on cleanliness. Based on the hadith, learning activities are arranged using used goods at worksheet one and worksheet 2. Based on its activities, assessment is prepared through rubrics, performance assessments and questionnaires. Abstrak Penelitian ini membahas tentang desain pembelajaran matematika berbasis Islamic Environmental Ethics (IEE). Tujuan dari penelitian ini adalah untuk mengetahui bagaimana penerapan IEE pada pembelajaran matematika SD khususnya kelas 1. Metode penelitian kualitatif ini diawali dengan analisis kondisi kelas 1 sampai dengan kelas 6. Dengan menganalisis tema dari kelas 1 sampai dengan kelas 6, maka tema tersebut memenuhi syarat. persentase sesuai penggunaan istilah terkait Islamic Environmental Ethics (IEE) dan setelah itu disusun matriks yang berisi kompetensi, kelas, kegiatan dan penilaian untuk mengimplementasikannya. Hasil dari penelitian ini, tahun pertama memiliki persentase terendah yaitu 32,5% konten IEE-nya sehingga perlu dikembangkan. Dari pemilihan kompetensi dasar tersebut dipilih KD 3.5, 4.5, 3.6 dan 4.6 untuk pelaksanaannya. Implikasi yang diperoleh komponen IEE tentang kepedulian Islam terhadap bumi, terutama yang tercantum dalam hadits tentang kebersihan. Berdasarkan hadits, kegiatan pembelajaran disusun dengan menggunakan barang bekas pada LKS satu dan LKS dua. Berdasarkan kegiatannya disusun penilaian melalui rubrik, penilaian kinerja dan angket.How to Cite: Mauluah, L., Marsigit, Wangid, M. N. (2020). Elementary Math Learning Design: An Integration with Islamic Environmental Ethics in the First Grade. TARBIYA: Journal of Education in Muslim Society, 7(2), 241-251. doi:10.15408/tjems.v7i2.19975.

Investigation of Pre-Service Teachers’ Tolerance Tendencies and Democratic Tendencies

The current study aims to investigate whether pre-service teachers’ tolerance tendencies and democratic tendencies vary significantly depending on gender and mother and father’s education level and the relationship between their tolerance tendencies and democratic tendencies. A total of 417 second-year students from the departments of Turkish teaching, social studies teaching, elementary school teacher training, pre-school teacher training, science teaching, elementary school math teaching, arts, music, psychological counselling and guidance, English teaching and German teaching participated in the current study. In the analysis of the collected data, frequencies, percentages, Mann Whitney U test, Kruskall Wallis test and correlation analysis were used. As a result of the analyses, the pre-service teachers’ tolerance tendencies were found to be very high. The female pre-service teachers’ tolerance tendencies were found to be higher than those of the male pre-service teachers. The pre-service teachers’ tolerance tendencies were found to be not varying significantly depending on mother and father’s education level. The pre-service teachers’ democratic tendencies were found to be higher than the medium level. The female pre-service teachers’ democratic tendencies were found to be higher than those of the male pre-service teachers. The pre-service teachers’ democratic tendencies were found to be not varying significantly depending on mother and father’s education level. A positive, medium and significant correlation was found between the pre-service teachers’ tolerance tendencies and democratic tendencies.

Implementing Government Elementary Math Exercises Online: Positive Effects Found in RCT under Social Turmoil in Chile

The impact of online math programs depends on its implementation, especially in vulnerable populations from developing countries. An existing online platform was adapted, at the request of the Chilean Ministry of Education, to exclusively include exercises previously designed and tested by a paper-based government program for elementary school. We carried out a cluster-randomized controlled trial (RCT) with 50 fourth grade classrooms. Treatment classrooms used the platform in a weekly 90-min math session. Due to a social instability outbreak in the country, a large unexpected disruption with huge absenteeism occurred in the second half of the semester, which turned this study into a unique opportunity to explore the robustness of the platform’s effects on students’ learning. Using multiple imputation and multilevel models, we found a statistically significant effect size of 0.13, which corresponds to two extra months of learning. This effect is meaningful for four reasons. First, it has double the effect of the paper-based version. Second, it was achieved during one semester only. Third, is half that obtained with the platform for a complete year with its own set of exercises and with two sessions per week instead of one. Fourth, it was attained in a semester with a lot of absenteeism.

Curriculum Reform in The Common Core Era: Evaluating Elementary Math Textbooks Across Six U.S. States

AbstractCan a school or district improve student achievement simply by switching to a higher‐quality textbook or curriculum? We conducted the first multi‐textbook, multi‐state effort to estimate textbook efficacy following widespread adoption of the Common Core State Standards (CCSS) and associated changes in the textbook market. Pooling textbook adoption and student test score data across six geographically and demographically diverse U.S. states, we found little evidence of differences in average achievement gains for schools using different math textbooks. We found some evidence of greater variation in achievement gains among schools using pre‐CCSS editions, which may have been more varied in their content than post‐CCSS editions because they were written for a broader set of standards. We also found greater variation among schools that had more exposure to a given text. However, these differences were small. Despite considerable interest and attention to textbooks as a low‐cost, “silver bullet” intervention for improving student outcomes, we conclude that the adoption of a new textbook or set of curriculum materials, on its own, is unlikely to achieve this goal.

Ortaokul 8. Sınıf Öğrencilerinin Çoklu Zekâ Algıları ve Matematik Öğretim Programında Yer Alan Alana Özgü Problem Çözme Becerileri Arasındaki İlişkinin İncelenmesi

Bu araştırmanın amacı; Sivas il merkezindeki ortaokul 8.sınıf öğrencilerinin çoklu zekâ alanlarına ilişkin algılarını ve İlköğretim Matematik Dersi Öğretim Programı (İMDÖP)’nda yer alan alana özgü problem çözme becerilerini belirlemek, çoklu zekâ alanlarına ilişkin algılarını ve İMDÖP’te yer alan alana özgü problem çözme becerilerini cinsiyet değişkeni açısından incelemek; ayrıca bu algı ve beceri arasındaki ilişkiyi tespit etmektir. Araştırmanın örneklemi, basit seçkisiz örnekleme yöntemi ile seçilmiş olan 656 ortaokul 8. sınıf öğrencisinden oluşmaktadır. Araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmada veriler Oral (2001) tarafından Türkçe’ye uyarlama çalışması yapılan “Çoklu Zekâ Envanteri” ve araştırmacı tarafından geliştirilen “Problem Çözme Beceri Testi” ile toplanmıştır. Verilerin analizinde SPSS 18, Jmetrik 4.0 ve Lisrel 8.8 paket programları kullanılmıştır. Araştırma sonucunda, ortaokul 8. sınıf öğrencilerinin algılarına göre en yüksek olduğunu düşündükleri zekâ alanı mantıksal-matematiksel zekâ alanıdır. Bu zekâ alanını kişilerarası ve görsel-uzamsal zekâ alanı izlemektedir. En düşük olduğunu düşündükleri zekâ alanı müziksel-ritmik zekâ olarak bulunmuştur. Öğrencilerin İMDÖP’te yer alan alana özgü problem çözme becerileri ve çoklu zekâ alanlarına ilişkin algıları cinsiyete göre farklılık göstermektedir. Öğrencilerin İMDÖP’te yer alan alana özgü problem çözme becerileri ile sözel-dilsel, mantıksal-matematiksel ve görsel-uzamsal zekâ alanlarına ilişkin algıları arasında pozitif yönlü ve orta düzeyde; müziksel-ritmik zekâ alanına ilişkin algıları arasında negatif yönlü ve orta düzeyde ilişki bulunmuştur. Çoklu zekâ alanları birlikte, İMDÖP’te yer alan alana özgü problem çözme becerisindeki toplam varyansın %44’ünü açıklamaktadır. Problem çözme becerisi için; mantıksal-matematiksel zekâ orta düzeyde ve pozitif anlamlı yordayıcı, müziksel-ritmik zekâ düşük düzeyde ve negatif anlamlı yordayıcı olarak bulunmuştur.

Cognitive and Metacognitive Skills Performed by Math Teachers in the Proving Process of Number Theory

Evaluating the proving process of mathematics teachers is important for the development of their proof skills. Developing the proof skills of teachers can contribute to their students’ meaningful learning of mathematics. For example, teachers showing simple proofs about number theory can make it easier for students to understand the concepts of multipliers and factors and the concepts of the greatest common divisor and the least common multiple. Within this context, this study was conducted in order to examine the cognitive and metacognitive skills performed by math teachers in the proving process. The study was conducted as a case study using qualitative research design. A total of 14 teachers participated in the study, six of which were elementary math teachers and eight were secondary math teachers. The data were collected through task-based interviews (think-aloud protocol), documents and observation forms. The collected data were analysed using the content analysis method. The results of the study showed that, based on the operational definition of cognition and metacognitive skills made in this study, elementary math teachers generally used cognitive skills, while secondary mathematics teachers performed metacognitive skills. Keywords: proof, math teachers, number theory, elementary, secondary

İlköğretim Matematik Öğretmeni Adaylarının İntegrale Yönelik Algılarının İncelenmesi

The purpose of this research study is to examine the perceptions of the pre-service elementary maths teachers who attended a teaching application enriched with the modelling activities toward integral concept within the context of anxiety, attitude, and daily life usage awareness. While the quantitative data of the research were obtained from the Perception Scale for the Concept of Integral that was developed by the researchers and whose validity and reliability studies were conducted, the qualitative data of the research were gathered through the semi-structured interviews. At the end of the study, it has been seen that the teaching application enriched with the modelling activities decreased the anxiety levels of pre-service teachers toward the integral and increased their attitude and awareness levels regarding its usage in daily life.

浅析初等数学与高等数学的教学衔接

浅析初等数学与高等数学的教学衔接

Trends for ‘wiskunde’ or ‘wiskunst’? the case of students’ problem solving on elementary math problem (a little practical review from ‘revisiting mathematics education’)

This paper is a little practical reflection of the idea proposed by Freudenthal in his book titled ‘Revisiting Mathematics Education’. Theoretically, a fundamental study of more philosophical mathematical meanings was discussed by Freudenthal through the terms ‘wiskunde’ and ‘wiskunst’. In essence, wiskunde means mathematics as an exact science, while wiskunst means an art in mathematics and science. Although there has been a lot of research that shows the success of RME in learning, the results of research that can contrast explicitly how the wiskunde and wiskunst phenomena work in the process of solving mathematical problems are still rarely found. This study aims to see the tendency of students towards the phenomenon of wiskunde or wiskunst in working on elementary math problems then describe the psychological factors and impacts that might be influential. This study used literature review and qualitative methods through the interview process for students who were given two elementary school math problems. Four out of forty students from fourth semester were chosen to be interview respondents to represent variations of the unique answers. Data analysis was carried out through a hermeneutic approach to student answers and interview transcripts. Research shows that the wiskunde phenomenon looks more dominant than wiskunst. This is thought to be related to the symptoms of psychological blockages of student’s college who are predominantly working on elementary math problems still using the very formal formulas, they should still be able to show a way of thinking like an elementary school kid. The impact of this wiskunde tendency indicates the ‘matherate’ of students who have become blunt. The contrast of wiskunde and wiskunst’s character and its reflection to the philosophy of education are discussed boldly in this paper.