Mathematics Education Courses Research Articles

THE EFFECT OF PROBLEM POSING APPROACH TOWARDS STUDENTS’ MATHEMATICAL DISPOSITION, CRITICAL & CREATIVE THINKING ABILITY BASED ON SCHOOL LEVEL

The background of this study is the school of the new students of mathematics education courses came from grade high, medium and low. Here the writer wants to see how much influence of the school level on new students’ critical thinking skills and creative mathematical. The purpose of this study was to examine differences in new students’ mathematical disposition, critical & creative thinking ability through the mathematical problem posing approach based on school level (high, medium, low). The method used in this research is the experimental method, with only posttest design. The population of this study is all the students of mathematics education department in Cimahi; while the sample is selected randomly from one college. Then from this chosen college is taken two samples from random class. The instrument of essay test is used to measure students’ critical and mathematical creative thinking ability; while non-test instrument is questionnaire of attitude scale. The results show that: 1) based on the school level (high, medium, and low); there is difference in students’ mathematical critical thinking ability through problem posing approach. 2) based on the school level (high, medium, and low); there is difference in the students’ mathematical critical thinking ability through problem posing approach. 3) based on the school level (high, medium, and low); there is difference in students’ mathematical disposition.

THE EFFECT OF PROBLEM POSING APPROACH TOWARDS STUDENTS’ MATHEMATICAL DISPOSITION, CRITICAL & CREATIVE THINKING ABILITY BASED ON SCHOOL LEVEL

The background of this study is the school of the new students of mathematics education courses came from grade high, medium and low. Here the writer wants to see how much influence of the school level on new students’ critical thinking skills and creative mathematical. The purpose of this study was to examine differences in new students’ mathematical disposition, critical & creative thinking ability through the mathematical problem posing approach based on school level (high, medium, low). The method used in this research is the experimental method, with only posttest design. The population of this study is all the students of mathematics education department in Cimahi; while the sample is selected randomly from one college. Then from this chosen college is taken two samples from random class. The instrument of essay test is used to measure students’ critical and mathematical creative thinking ability; while non-test instrument is questionnaire of attitude scale. The results show that: 1) based on the school level (high, medium, and low); there is difference in students’ mathematical critical thinking ability through problem posing approach. 2) based on the school level (high, medium, and low); there is difference in the students’ mathematical critical thinking ability through problem posing approach. 3) based on the school level (high, medium, and low); there is difference in students’ mathematical disposition.

PENGEMBANGAN BAHAN AJAR BERBASIS MASALAH PADA MATA KULIAH MATEMATIKA EKONOMI PROGRAM STUDI PENDIDIKAN MATEMATIKA

Teaching materials are needed for students to support the lecture. The purpose of this study was to determine how to develop problem-based teaching materials on the subjects of mathematical economics mathematics education courses. This research was conducted at the University of Muhammadiyah Metro by selecting a student of mathematics education as a research subject.This study is a research development. The method used as follows: (1) research and information gathering, (2) planning, (3) product development, (4) the initial trials, (5) product revision, (6) the field trials, (7) the revised product field trials, (8) the operational testing of products, (9) the revision of the product and (10) the implementation and dissemination. To obtain problem-based teaching materials will be validated teaching materials by 2 experts math education materials and one person linguists. The achievement of this research is problem-based teaching materials that can support economic mathematics lectures. The achievement that will be produced is ≥ 50% students of mathematics education are getting the optimal learning course on the math economy. Based on the results of questionnaires percentage obtained validation criteria of 80% of teaching materials and meet the criteria are valid for.

RETRACTED ARTICLE: Why Diversity Matters in Rural America: Women Faculty of Color Challenging Whiteness

Using critical race theory as an analytical framework to examine White privilege and institutional racism, two teacher educators, in a rural predominantly White university tell counterstories about teaching for social justice in literacy and mathematics education courses. In sharing our counterstories in this paper, we, women faculty of color, challenge Whiteness and institutional racism with the hopes of: (1) promoting social justice teaching in order to globally prepare (pre-and-in-service) teachers and educational leaders to motivate and empower ALL students to learn; (2) dismantling racism to promote better wellbeing for women faculty of color; and (3) moving educational communities at large closer toward equitable education, which is a fundamental civil right. After analyzing the counterstories, we suggest that university leaders establish policies and practices to support (recruit, retain, and promote) faculty/leaders of color, not just mainstream academics. Working toward equity and justice, we strive to form alliances between Whites and Others.

Teachers’ Perceptions of Essential Mathematics Concepts in Teacher Education Mathematics Courses

This study investigates pre-service teachers’ perceptions of essential components of mathematics education courses offered in primary colleges of education in Botswana. Data for this study were obtained from 11 3rd year student teachers who enrolled in mathematics education courses. The student teachers responded to structured interview protocol questions designed for the study. The analysis of data was framed in qualitative tradition using excerpts taken from student teachers’ responses .The results of the study suggest that student teachers perceived ‘history of mathematics, modelling, contemporary issues in mathematics education, beliefs and attitudes, mathematics and culture as non- essential parts of mathematics education. The results of the study also suggest that mathematics education courses offered by primary colleges of education do not prepare pre-service teachers for degree courses that would be taken at the university level. Implications for teacher education program are discussed in the light of the findings.

수학수업에서 공평성에 관한 한국과 미국 예비초등교사의 인식 비교 연구

이 연구는 공평한 수학 수업에 대하여 한국과 미국 예비초등교사들이 보는 관점을 밝히고자, 공평한 수학 수업, 교사의 역할, 공평성 관련한 주장 등에 대한 입장들을 비교하였다. 공동연구자 중 2명이 2015학년도 2학기에 담당한 강좌의 수강생을 대상으로 설문을 진행하였다. 이 연구 참여에 동의했던 한국 예비교사 51명과 미국 예비교사 33명의 응답을 분석 자료로 설정하였다. 설문 문항은 공평성의 관점에서 수학적 능력, 수업 상황, 학습 기회와 학습성취, 집단 구성, 도전적인 과제, 학생의 문화 등의 측면을 묻는 것이었다. 연구 결과에 따르면, 수학적 능력을 타고 난다는 생각, 동일한 기회 제공이 중요하다는 생각, 학습성취에 따라 동질 집단 구성을 해야한다는 생각 등과 같은 공평성의 추구에서 지양하고 있는 입장들이 나타났다. 이들은 한국 예비교사교육과 교육정책과 관련된 것으로서, 예비교사교육에서 공평한 수학수업 실천을 위한 쟁점에 대하여 논의가 요구되며 교육정책 설정에서 공평성 추구가 반영되어야 한다. This cross-national study examines the similarities and differences between Korean and U.S. pre-service teachers' views on equitable mathematics teaching. Pre-service teachers enrolled in mathematics education courses at the two sites (Korea, n=51; U.S., n=33) were administered a survey consisting of the following: (a) items about pre-service teachers' views on equity relative to mathematical ability, classroom policies and practices, and access to learning opportunities, (b) items about pre-service teachers' agreement in their views on recommended practices, and (c) items about participants' past learning experiences in an equitable learning environment as students. Similarities were found between the sites regarding the following: (a) advocating for equitable mathematics teaching, and (b) conceptualizing equitable teaching as a way to support the learning of less capable students. Differences were found with regard to nurturing growth mindsets in mathematics; positioning toward equal opportunities and outcomes in learning; and relating to grouping as collaborative learning strategies.

Comparing a Hybrid Mathematics Course with a Conventional Mathematics Course: A Case Study at a University of Technology

This study compares student performance in an undergraduate mathematics education course using aTraditional Learning Model and a Blended Learning Model at the University of Technology. The control ...

Courses on the Beauty of Mathematics: Our Version of General Education Mathematics Courses

This article describes various courses designed to incorporate mathematical proofs into courses for non-math and non-science majors. These courses, nicknamed “math beauty” courses, are designed to discuss one topic in-depth rather than to introduce many topics at a superficial level. A variety of courses, each requiring students to master mathematical proofs in the context of the field of study, is described briefly with details given for one.

Examining Pre-service Elementary Teachers’ Changing Beliefs within the Context of Mathematics Education Course

This study was done to determine the changes in belief of pre-service elementary teachers towards mathematics in mathematics education course and to address the effect of this change on gender and academic success variables. The study was designed according to the panel study model of longitudinal research method. 92 pre-services who are educating in primary school teaching department of a state university in 2013-2014 academic years formed the sample of research. As data collection tool “Mathematics Belief Scale” that was developed by Steiner (2007) and its reliability, validity and language equivalency in Turkish form that was done by Masal and Takunyacı (2012), was used. In analyzing of data paired samples t-test and for repeated measures two way ANOVA techniques were used. At the end of research, positive change was observed in beliefs of pre-service teachers towards mathematics within the process; also it was found that gender and academic success variables have no effect on beliefs of pre-services towards mathematics. Keywords: Pre-service elementary school, belief , mathematics belief scale, mathematics education

Quantitative Literacy at Michigan State University, 3: Designing General Education Mathematics Courses

In this paper, we describe the process at Michigan State University whereby we have created two courses, Math 101 and 102, designed to foster numeracy and alleviate mathematics anxiety. The courses--which are not sequential--provide a means of satisfying the University's general education requirement without taking college algebra or calculus, among other options. They are context-driven and broken into modules such as "The World and Its People" and "Health and Risk." They have been highly successful thus far, with students providing positive feedback on their interest in the material and the utility they see of it in their daily lives. We include background on the courses' history, their current status, and present and future challenges, ending with suggestions for others as they attempt to implement quantitative literacy courses at their own institution.

Pengaruh Gaya Belajar Terhadap Prestasi Belajar Mahasiswa Program Studi Pendidikan Matematika (IAIM NU) Metro

Learning style is one of the factors that allegedly affect the learning achievement (GPA) of Mathematics Education Mathematics Program of Maarif Nahdatul Ulama Institute of Islamic Studies. The purpose of this research is to know "whether there is influence of learning style type (Visual, Auditorial, and kinestetik) to student learning achievement of Mathematics Education Program of Maarif Nahdatul Ulama Islamic Institute of Mathematics”. The type of this research is comparative causal research with 3 × 1 research design. The population in this research is all students of semester IV of Mathematics Education program of Maarif Islamic Institute Nahdatul Ulama Metro academic year 2015/2016. The sample in this study was obtained by using class random technique. The sample in this study consists of 22 students with details of 10 students who have visual learning style, 4 students who have auditorial learning style, and 8 students who have kinesthetic learning style. Instruments used to collect data are questionnaire learning style and transcript of student grades semester IV of Mathematics Education Mathematics course Maarif Nahdatul Ulama Institute of Islamic Studies. Hypothesis testing in this study used a one way variance analysis with unequal cells.The result of this research is the influence of learning style to learning achievement (GPA) of Mathematics Education Mathematics Program of Maarif Nahdatul Ulama Institute of Islamic Studies. Furthermore, after further test using Scheefe 'method, it was found that students with visual learning styles had the same learning achievement with students with auditorial learning style, while both types of learning styles had better learning achievement compared with students with kinesthetic learning style.

Institutionalising Virtual Math Resources at an HBCU

This paper describes the work of a five-year grant project for the purpose of creating and institutionalising virtual mathematics resources (i.e., short video lessons) for general education mathematics courses at a Historically Black College/University (HBCU) in the US for the improvement of student learning. The project was successful in creating full series of lectures for courses into videos and making them accessible to all students of the university at all times. Some data illustrating the impact of these efforts on performance and students’ experiences is also presented and discussed. For each course, we compared the passing rates of students who watched the video lessons with those of students who did not watch the videos. Passing rates for students who watched the videos were consistently higher than for students who did not watch, and the majority of student feedback indicated videos were viewed as helpful.

Assessment of secondary education mathematics course program’s level of attaining its objective in the direction of the students' success

Assessment of secondary education mathematics course program’s level of attaining its objective in the direction of the students' success

Course Redesign to Improve Pre-service Teacher Engagement and Confidence to Teach Mathematics: A Case Study in Three Parts

This article examines pedagogical changes to a mathematics education course for preservice teachers (PSTs) over a three-year period. Transactional Distance Theory (TDT) is used as a conceptual framework underpinning the course redesign. A case study of one campus (Campus A) is presented. It is chosen for analysis because, of the three campuses on which this course is taught, it is this Campus that starkly illuminates the unfolding, three-year drama of course redesign.

Prospective Primary Teachers’ Perceptions About Their Ability to Use and Teach Thinking Skills

Cognitive acceleration programs have been successful in promoting reasoning skills in school students and in changing the pedagogy of the teachers implementing them. For this reason, this study explored if using such approach with a different population—prospective primary teachers—produced changes in relation to their perceptions about their ability to use and teach thinking. The results suggest that, from the participants’ points of view, the course helped them to improve not only their ability to think but also their awareness about their own thinking. However, a single cognitive acceleration in mathematics education (CAME) course was not sufficient to improve their confidence about teaching thinking.

The Role of the Specialized Mathematics Subjects in the Mathematics Education Course of the Educational Department

The Role of the Specialized Mathematics Subjects in the Mathematics Education Course of the Educational Department

Attitudes and Experiences in Liberal Arts Mathematics

For many university students, the last formal experience in a mathematics classroom is a single semester “general education” mathematics class. Traditionally, students in this type of class often hold negative attitudes towards mathematics. Here I study a sample of students from this population (49 students at a large, urban, comprehensive public university enrolled in a “math for liberal arts majors” course) to research whether a positive experience in a freshman-level general education mathematics course correlates with a positive change in the students’ attitude towards mathematics in general. I also explore which specific aspects of such a course contribute most to a positive student experience. The survey results show that while a positive experience in a freshman-level general education mathematics course correlates with positive responses in a student’s attitude about several key variable components of attitude (including motivation to do mathematics, perceived usefulness of mathematics, and confidence while doing mathematics), it does not correlate with positive change. The course aspects that most correlate with a positive experience include the teacher/professor, difficulty level of the course, and workload.

Pengembangan Model Pembelajaran Kalkulus Berbantuan Komputer melalui Program Maple di Program Studi Pendidikan Matematika

The purpose of this research is the renewal of learning methods into calculus courses with modules of computer-assisted learning through maple. The products produced in this study is in the form of teaching materials in the form of calculus course lab guide through maple. With the resulting product of this research will be useful theoretically and practically. Theoretically, it is expected to result in the learning principles that can improve the quality of learning calculus, so as to enrich the theory of the existing learning models. Type of research is the development. Learning products developed include: (1). Models and learning strategies; (2). The device in the form of learning, Syllabus, Unit Learning Event, Book Teaching Material Calculus computer-assisted, student worksheet; and (3) test the learning outcomes. Product trials involving calculus course lecturers, heads of university and student mathematics education courses Se-Lombok. The test results were analyzed using descriptive statistics.

Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan Pemahaman Dan Komunikasi Matematik Mahasiswa

The aim of this study was to examine the improvement and achievement of mathematical understanding and mathematical communication skills of better among students who earn the PBL and the conventional learning, in terms of overall and category of early mathematics ability students (high, medium, low), student attitudes toward the PBL. The method used is an experimental method to the study design pretest-posttest control group. Research subjects involving 73 students Semester VI Mathematics Education courses UIN Bandung. The results of this study are: 1) there is a significant difference in improvement between the mathematical understanding students studying with PBL and conventional learning; 2) there is no significant difference between the increase in mathematical understanding students studying with PBL and conventional learning in terms of mathematical communication students; 3) there is no significant difference in improvement between the mathematical communication students studying with PBL and conventional learning; 4) there is no significant difference between the increase in mathematical communication students studying with PBL and conventional learning in terms category of early mathematics ability students; 5) the students have a positive attitude towards learning mathematics with PBL.

The Use of the History of Mathematics in the Teaching of Preservice Teachers

Many scholars have written about using the history of mathematics in the teaching of preservice mathematics teachers. For this study, preservice mathematics teachers developed an electronic journal of reflections based on presentations in the history of mathematics in a secondary mathematics education course. The main purpose of the Mathematics History Journal was to help measure the mathematics content knowledge and pedagogical content knowledge of the preservice mathematics teachers for accreditation purposes. Results of the study indicated that by allowing preservice teachers to investigate and present topics in the history of mathematics, preservice teachers believed they strengthened their mathematics content knowledge and were introduced to a new avenue for teaching secondary students about mathematics.Keywords: History, Preservice Teachers, Secondary Mathematics, Teacher Knowledge