Mathematics Project Research Articles

Environmental design as a component of block‐based programming

AbstractThe research purpose is to analyze how block‐based programming, introduced in parallel with classical school education, will be an effective tool for developing environmental awareness among students. The research proposes a well‐developed theoretical program on environmental literacy and a practical Science, technology, engineering, and mathematics (STEM) project creating an eco‐house model with a weather station and alternative energy sources in a regular secondary school in Shanghai. The sample involved school students of the seventh grade, equally divided into two groups: the control group (learnt only a theoretical program) and the experimental group (learnt both a theoretical program and a practical STEM project). At the end of the school year, students passed an environmental literacy test. The differences between the control and experimental groups were statistically significant. The experimental group has the advantage in all parameters: it has the highest scores and a large number of students who showed a high and very high level of knowledge. The results prove the methodology effectiveness of the experimental group in terms of developing sensitivity to the environment, cognitive abilities, ecological analysis, and preserving the environment. It was found that overall academic performance correlates significantly with both test scores and project scores. The highest scores were for the project, which indicates the effectiveness of block‐based programming in the learning of the experimental group, their implementation of new ideas based on the acquired knowledge, success in decision‐making, and experience that went beyond previous achievements.

The Effect of the Missouri Mathematics Project Learning Model on the Tenth Grade Student’s Mathematical Literacy Ability in Gender Perspective

The students’ low ability on mathematical literacy caused by teachers’ monotonous learning process and lack of students’ participation in teaching and learning process. This research aims to determine if Missouri Mathematics Project (MMP) is able to improve students’ mathematical literacy ability more effectively than direct learning model. In addition, the researcher explores how gender affects the effectiveness of MMP. The gender contribution here is what the differences of male and female students’ mathematical literacy ability are. The approach used in this research is quantitative research and the method is quasi-experimental having design of non-equivalent controlled group design. There are 70 students of grade X as sample consisting 35 students in experimental classes and 35 students in controlled classes (simple random sampling technique). The data taken in this research through mathematical literacy written test as the instrument and documentation. The analysis technique used is a two-way analysis of variance. The research results shows that students who are taught using the MMP model have significant effect on mathematical literacy ability than the students who are taught using direct learning. Female students’ mathematical literacy ability is better than the male students’ ability. There is a correlation between learning model and gender differences on mathematical literacy ability. Both male and female students’ mathematical literacy ability who are taught using MMP learning model is higher than male and female students’ ability who are taught using direct learning model Thus, MMP can be implemented as an alternative learning model to develop students' mathematical literacy ability. Kurangnya kemampuan literasi matematis dikarenakan oleh proses pembelajaran yang lebih monoton pada guru serta minimnya keaktifan siswa dalam proses pembelajaran. Studi ini untuk mengetahui apakah MMP ( Missouri Mathematics Project) lebih efektif dalam mengembangkan literasi matematis daripada pembelajaran langsung. Selain itu, akan diekplorasi bagaimana gender mempengaruhi efektifitas MMP. Kontribusi gender yang dimaksud yaitu bagaimana perbedaan kemampuan literasi matematis antara laki-laki dan perempuan. Metode penelitian yang digunakan adalah kuantitatif dengan desain quaisy experimental. Sebanyak 70 siswa kelas X yang dijadikan sebagai sampel yang terdiri dari 35 kelas eksperimen dan 35 kelas kontrol (teknik simple random sampling ). Instrumen penelitian dilakukan melalui tes literasi matematis, dan dokumentasi. Teknik analisis data menggunakan analisis varians dua jalur. Penelitian tersebut menemukan bahwa siswa yang diajar dengan model pembelajaran MMP memiliki literasi matematis lebih baik dibandingkan siswa yang diajarkan menggunakan pembelajaran langsung. Kemampuan literasi matematis siswa perempuan lebih tinggi daripada laki-laki. Terdapat interaksi antara MMP dengan perbedaan gender terhadap kemampuan literasi matematis. Kemampuan literasi matematis siswa laki-laki yang menerapkan MMP lebih tinggi dibandingkan dengan yang menerapkan pembelajaran langsung. Kemampuan literasi matematika siswa perempuan dengan menerapkan MMP lebih tinggi dibandingkan kemampuan siswa yang menerapkan pembelajaran langsung. Sehingga, MMP dapat dijadikan alternatif model pembelajaran untuk mengembangkan kemampuan literasi matematis siswa.

Penggunaan Missouri Mathematics Project (MMP) dalam Meningkatkan Keaktifan dan Hasil Belajar Siswa MAN 1 Jombang

This study aims to increase student activity and learning outcomes by using the Missouri Mathematics Project (MMP) learning model on trigonometry equations. This research is a Classroom Action Research conducted in 3 cycles at MAN 1 Jombang. The subjects of this study were 36 students of class XI MIPA 6. The research instruments included observation sheets and achievement tests. Analysis of student activity is carried out using the percentage formula while learning outcomes are carried out by calculating the average test score. The results showed that the percentage of student activity increased in each cycle, namely 61.81%, 73.61%, and 84.72%. The average student learning outcomes have increased in each cycle, namely 67.08, 73.19, and 85.28. The percentage of students who passed experienced an increase in each cycle, namely 50.00%, 66.67%, and 83.33%. It can be concluded that the use of the Missouri Mathematics Project learning model can increase student activity and learning outcomes in trigonometric equations.

Immuno(T)herapy for age-related diseases.

During the last decade, the stimulation of T-cell function by the blockage of immunosuppressive checkpoints has experienced an outstanding impact in the treatment of cancer. Development of the chimeric antigen receptor T-cell technology has also emerged as a powerful alternative for patients suffering from oncological processes, especially those affected by hematological neoplasms. Recent evidence suggest that the use of immunotherapy could be extended to non-oncological diseases and could be especially relevant for age-associated disorders, opening exciting therapeutic options for a wide range of diseases of the elderly. Here we comment on the emergence of T-cell-based immunotherapies as feasible approaches that could revolutionize the future of GeroScience.

Development of Learning Devices Using the Missouri Mathematics Project (MMP) Model on Statistical Materials in Junior High Schools

This development research aims to produce learning device products using a valid Missouri Mathematics Project (MMP) model. The learning device products developed to consist of the Learning Implementation Plan (RPP) and Student Worksheets (LKPD). This type of research is development research with the ADDIE model, which has been modified into four stages (Analysis, Design, Development, and Evaluation). The data collection instruments used in this study were validation sheets and teacher response sheets to measure the validity and practicality of learning devices. The data analysis used is descriptive data analysis which describes the level of validity and practicality of the product. The data was obtained from the validation results by two mathematics education lecturers and two mathematics education teachers. The results obtained in the form of RPP validation results are 83.33% with valid criteria, and LKPD validation results are 87.88% with very valid criteria, then the results of the practicality questionnaire for practical RPP with an average of 83.33% and LKPD in the category very practical with an average of 87.5%. Thus, it can be concluded that this development research resulted in learning tools (RPP and LKPD) that were tested for their validity and practicality.

Joan Weiner.Taking Frege at His Word

In Taking Frege at his Word, Joan Weiner proposes a wide-ranging re-thinking of Frege’s philosophical and mathematical projects. She begins by outlining what she calls the Standard Interpretation of Frege, which involves four complex and interrelated claims: Of course, it seems likely that few Frege scholars accept all four of the above claims in exactly the way that Weiner formulates them. But it also seems right to say that most contemporary Frege scholars accept most of the claims that Weiner cites, or accept slight modifications of them (of course, the bits that are rejected will vary from one scholar to the next). In short, the Standard Interpretation does seem to codify those aspects of Frege scholarship where there is widespread (although not unanimous) agreement. Weiner’s attack on the Standard Interpretation is ambitious. She does not merely attempt to argue against one or two of these four theses, or merely attempt to show that some pair in the list above are inconsistent. Instead, she argues that each of these four claims is deeply mistaken in some way (and, for some of them, in multiple ways). According to Weiner, the entire Standard Interpretation is flawed — it all must go.

Study visits as a part of mathematical project work in Finnish basic education

The article focuses on study visits from the perspective of mathematical project work. Project work means a systematic organizing method of teaching that is based around a project. The research questions are the kinds of study visits students made, the meaning(s) of those visits, the mathematical content in the visits and how such study visits should be developed. The research material consists of two questionnaires (one for teachers and one for companies) and a case study of a student group that carried out two study visits as part of their mathematical project work. The results show that both teachers and companies considered study visits to be significant from their own standpoints. The teachers organize study visits, but the content of the visits is not usually connected with activities in the classroom.

Pengembangan Media Pembelajaran Interaktif Menggunakan Model Missouri Mathematics Project Untuk Meningkatkan Kemampuan Komunikasi Matematik Peserta Didik Di Kelas VIII SMP

<em>This research was motivated by the low mathematical communication skills of junior high school students. This study aims to produce Interactive Learning Media using a valid, practical, and effective Missouri Mathematics Project model to facilitate mathematical communication skills. This research is a development research carried out with the Plomp development model. The Plomp development model consists of three stages, namely preliminary investigation, prototyping stage, and assessment phase. This research was conducted at SMP Negeri 3. Data collection instruments in the form of interviews, documentation, questionnaires and test questions. The data obtained are analyzed by quantitative and qualitative data analysis techniques. The results showed that the interactive learning media for mathematics using the Missouri Mathematics Project model developed was classified as a very valid category (86.62% for RPP and 83.93% for media) and very practical at 87% and 86.85% respectively (for RPP and small group media) 88.1% and 88.02% (for RPP and large group media). Meanwhile, based on the test results of the mathematical communication ability test questions, 83.33% of students knew the criteria for the success of the mathematical communication ability test > 80%, meaning that interactive learning media using the Missouri Mathematics Project model was very effective on methematic communication skills</em>

The Effectivenes Of The Missouri Mathematics Project Model on Creative Thinking Ability and Self-Efficacy

<p>Kemampuan untuk berpikir kreatif matematis dapat dikatakan sebagai kapabilitas kognitif untuk mengajukan dan mempertimbangkan informasi sehingga dapat memberikan perbedaan dari gagasan serta menjadikan pengetahuan yang baru dalam menunjang keberhasilan dalam pembelajaran. Penelitian ini disusun dengan maksud agar dapat memahami bagaimana model pembelajaran Missouri Mathematics Project (MMP) dapat bekerja efektif pada kapabilitas berpikir kreatif matematis dan efikasi yang ada pada diri siswa SMA. Penulisan ini diaplikasikan dengan memakai metode eksperimen semu. Subjek penelitian terdiri dari 80 siswa, dimana setiap kelas eksperimen maupun kelas kontrol memiliki jumlah sebanyak 40 siswa yang dipilih secara purposive. Perhitungan dalam bahasan jurnal ini berasal dari instrumen kemampuan berpikir kreatif matematis dan efikasi diri. Penelitian ini memakai analisis data Mann Whitney U Test, Cohen's d Effect Size Test dan Spearman Correlation guna mengetahui perbedaannya. Berdasarkan data yang ditemukan, menunjukan hasil yang menyatakan bahwa pengaruh berada pada kategori besar dan memiliki hubungan yang baik. Sedangkan siswa di kelas MMP didominasi oleh kategori efikasi diri tinggi. Dengan demikian, siswa yang melakukan pembelajaran matematika dengan model MMP mempunyai kemampuan untuk dapat berpikir kreatif matematis yang lebih unggul jika membandingkannya dengan siswa lain yang memanfaatkan cara konvensional.</p><p><em>Creative thinking ability are cognitive abilities in proposing and considering information so that they can provide different ideas and become new knowledge in supporting success in learning. The purpose of this study was to determine the effectiveness of the Missouri Mathematics Project (MMP) learning model on the mathematical creative thinking ability and self-efficacy of high schooler. This study used a quasi-experimental method. The subjects of this study amounted to 80 students, where each experimental class and control class amounted to 40 students who were selected purposively. The calculations in this study came from the instruments of mathematical creative thinking ability and self-efficacy. Data analysis in this study used the Mann-Whitney U Test, Cohen's d Effect Size Test, and Spearman Correlation to determine the difference. Based on the data obtained, the study results indicate that the effect is in a large category and has a good relationship. Meanwhile, the high self-efficacy category dominated students in the MMP class. Therefore, students with learn mathematics using the MMP learning model have better mathematical creative thinking skills than students with conventional mathematics learning.</em></p><p> </p><strong><em>Keywords</em></strong><em>: Creative Thinking Ability; Missouri Mathematics Project, Self-Efficacy</em>

John David Barrow. 29 November 1952—26 September 2020

John Barrow wrote dozens of books and hundreds of papers, including more than 10 papers and one book during his final illness, addressing a grand problem: why is the universe the way it is? What is the fundamental nature of physics, and what are its cosmological outcomes? His most famous book was on the Anthropic Principle with Frank Tipler, and his most significant physics research was on the possibility of a variation of the fundamental constants of physics—which, if true, requires a rejigging of our foundational physics theories. He was an outstanding communicator of science to the public, being asked to lecturer at as varied places as Downing Street and Buckingham Palace. His most important public service was as director of the Millennium Mathematics Project, for which he was awarded the Queen's Anniversary Prize for Educational Achievement by Queen Elizabeth II at Buckingham Palace. He was awarded many other prizes, including the Templeton Prize, the Gold Medal of the Royal Astronomical Society, both the Kelvin Medal and the Dirac Gold Medal of the Institute of Physics and the Faraday Medal of the Royal Society.

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

Supporting Student Transduction of Meanings Across Modes in Primary School Astronomy

The multimodal nature of knowledge development and learning in science is now increasingly recognized. While researchers have focused on identifying how different representational modes afford meaning-making, the question of how students are guided to link, confirm and expand similar and different meanings across modes, called ‘transduction', has been less explored. This transduction process is fundamental to students realizing, aligning, generating and coordinating meanings across representations to learn concepts and processes in science. In this paper we focus on a learning sequence in primary school astronomy designed around representational work to explore the teacher's key role in supporting student transduction. In the Interdisciplinary Mathematics and Science (IMS) project we developed a pedagogy with stages of orienting, posing representational challenges, evaluating and building consensus, and applying and extending conceptual understanding. We use micro-ethnographic analysis of the teacher's strategic framing and interactions with students and their artifacts to: (1) identify what enables student transduction of meanings as they engage with material and representational work, and (2) the role of the teacher in anticipating and addressing challenges for students in integrating meanings across multiple, multimodal representations of astronomy phenomena.

Differences in Mathematical Representation Ability and Self-Efficacy of Students Given the Problem Based Learning Model the Missouri Mathematics Project at Bagan Sinembah Senior High School

The purpose of this study is to: (1) analyze the difference in the mathematical representation ability of students who are given the problem based learning and students who are given the missouri mathematics project , (2) analyze the difference in self-efficacy of students who are given the problem based learning model and students who are given the missouri mathematics project , (3) analyze the interaction between the learning model and the initial mathematical ability of students' mathematical representation abilities, (4) analyze the interaction between the learning model and the initial ability of mathematics on self-efficacy students. This research is a quasi-experimental research. The population of this study were all students of class X Senior High School 2 Bagan Sinembah and the sample of this study were students of class X-1 and X-3, each totaling 30 students. The instrument used consisted of a mathematical representation ability test and a self-efficacy student. Data analysis was performed using two-way ANOVA. The results of the study show that (1) There are differences in the mathematical representation ability of students who are given a problem based learning and students who are given a missouri mathematics project , (2) There are differences self-efficacy of students who are given the problem based learning model and students who are given the missouri mathematics project , (3) There is no interaction between the learning model and the initial mathematical ability of the students' mathematical representation ability, and (4) There is no interaction between the learning model and the initial ability of mathematics on self-efficacy students. Keywords : Problem Based Learning, Missouri Mathematics Project, Mathematical Representation Ability, and Self-Efficacy. DOI: 10.7176/JEP/13-16-07 Publication date: June 30 th 2022

Instructional Design of Mathematical Modeling in High School Under the STEAM Concept

This paper's focuses on how to design and implement a high school mathematical modeling class under the STEAM concept. STEAM, as an international emerging talent cultivation concept, can cultivate students' interdisciplinary cooperation and innovation ability, and it overcomes the shortcomings of the current mathematics class in China, which is less practical, and uses the knowledge of multiple disciplines to solve practical problems in the form of integrated practical activities. Using the case study method, the author compiled the design ideas and several important aspects of mathematical modeling projects under the STEAM concept, and made three suggestions for the integration of mathematical modeling and STEAM.

Didactic situations in project-based learning: The case of numerical patterns and sequences

The article presents a multiple-case study examining the project-based learning model where mathematical projects of middle school student teams originate from different tasks on the topic of numerical sequences. Learning situations in PBL are identified and characterized using the analytical apparatus of the Theory of Didactic Situations. A long-term project can be conceptualized as a complex system of alternating didactic situations shaped by the interaction of students and teachers with the global milieu and the local milieu of each student team. Students' transition from open to a structured inquiry by self-constraining the milieu was a successful strategy that promoted acculturation to ways of mathematical exploration. The student project's milieu can be modified by introducing auxiliary problems containing elements necessary for future mathematical situations. The situations of institutionalization in PBL are dedicated to the processes of mathematical exploration as well as mathematical content. The practical principles for implementing PBL into mathematics instruction are presented.

Исследование применимости PERT метода к процессу управления проектами дизайн-центра микроэлектроники

This paper presents a study of the applicability of the PERT method to the project management process of the microelectronics design center in comparison with the optimization mathematical model, which formed the basis of the software developed earlier. The study was based on corporate and cluster analyses of the projected results of project implementation by microelectronics design centers. The predicted values were obtained using a network model based on the PERT method and a mathematical model. To study the degree of similarity of the results of the network and mathematical models, we used a visualized proximity matrix constructed by the Ward method based on the criteria of the square of the Euclidean distance. The results are graphically represented by a similarity dendrogram. The paper illustrates the obtained dependencies of the implementation time on the totality of the number of simultaneously executed projects, the number of works and performers. The conducted studies have shown a significant correlation between the projected time of project implementation through network and mathematical models. That is, there is a direct relationship between the calculated time of implementation of mathematical and network model projects. Comparative analysis has shown that from the point of view of the minimum project execution time, the forecast of the PERT method network model is more flexible and relevant for managing small groups of projects.

Penerapan model pembelajaran missouri mathematics project (MMP) untuk meningkatkan keterampilan pemecahan masalah pada peserta didik kelas IV sekolah dasar

<em>Increasing the problem solving skills by applying Missouri Mathematics Project model is the purpose of this research. This research is Classroom Action research with two cycles. Students of the 4<sup>th </sup> SD N Setono No.95 Surakarta on the 2019/2020, the subject all of students at class totaling 33 students. Data collection techniques in the form of interview, observation, test, and documentation. Data analysis are source and technique triangulation, and content validity. Analysis of the data used is the Miles-Huberman interactive analysis model. The initial conditions of problem solving skills of 4<sup>th</sup> students showed 0%. The cycle I resulting in a percentage is 30,3%. The cycle II producing a percentage is 84,84%. Based on the result of the research, it can be conclude that the problem solving skills on 4<sup> th</sup> students of SD N Setono No. 95 Surakarta in the 2019/2020 can be improved through the Missouri Mathematics Project model. This research contributed to be used as a reference and be a development in varied learning activities in mathematics subject.</em>

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.

Integrated STEM and Partnerships: What to Do for More Effective Teams in Informal Settings

The purpose of this study was to explore how undergraduate college students formed partnerships in informal educational teams to design and build an interdisciplinary, ill-defined, integrated science, technology, engineering, and mathematics (STEM) project and translate it to lessons taught to a pre-collegiate student (e.g., K-12 in the US) audience. The authors pursued two research questions: (a) How does an authentic research project provide space for integrating STEM disciplines? (b) How does an authentic research project impact partnerships among team members? Nine undergraduate college students were accepted into the 2020 cohort, forming three teams of three undergraduates each. Teams were roughly composed of one engineering major, one science major, and one education major. Methods of data collection included interviews and field notes. Data were analyzed by assessing the level of partnership achieved based on an already established model. Results indicate that all teams progressed through pre-partnership to at least the partnership (little p) level. Two partnership dimensions achieved the highest (big P) level: one of perception of benefit and one of products and activities. The results have implications that integration of STEM disciplines and forming partnerships could be related, and that building teamwork skills results in products of higher quality. The results are linked to previous research and recommendations for more effective partnerships are provided.

Developing Students’ Worksheet Based Missouri Mathematics Project With the integration of Students Local Wisdom in Teaching Mathematics and Physics

This study was conducted to develop students’ worksheet based Missouri Mathematic Project (MMP) in teaching and learning mathematics and physics. These materials were also integrated with students’ local wisdom. To realize the construction, this research used the Analysis, Design, Development, Implementation and Development (ADDIE) as a research model. The students’ worksheet were reviewed and validated by two different experts in the aspects of media and materials used. The results indicated that 92.22% of the media was considered very valid. The materials employed in the worksheet were regarded 89.66 % to be very valid and as much as 91.52% was considered appropriate. Meanwhile, the data from questionnaires showed that the percentage evaluation as much as 77.24 % were taken from mathematics worksheet and 76.95 % was of physics. These results indicated that the students’ worksheets used to teach mathematics and physics can be applied as teaching and learning materials in the area of social arithmetic and in the unit and measurements.