Strands Of Mathematical Proficiency Research Articles

Deskripsi Kecakapan Matematika Siswa pada Materi Trigonometri

One of the things that teachers must do is assessment. Assessment is useful for collecting information that is used as the basis for planning and action in improving and achieving learning goals. However, in real life practice it is not easy for teachers to do it. Therefore, this study aims to provide an overview for teachers in conducting mathematics assessments referring to the five strands of mathematical proficiency, especially in trigonometry unit lesson. The method used in this research is descriptive qualitative method. Some of the results obtained from this study, namely: (1) Conceptual understanding proficiency include understanding and using related trigonometry concepts and connecting related concepts, such as the concept of comparison, algebraic operations, and the concept of triangles; (2) procedural fluency relates to students' ability to choose procedures and how to use them. Some of the procedures carried out by students include the procedure of communicating information from the existing problem, performing operations, concluding the solution to the problem; (3) strategy competency encountered to solve trigonometric problems is to make illustrative images; (4) adaptive reasoning can be seen from their ability to understand the trigonometric problems given and the information contained therein. This is indicated by students' arguments in the form of image communication and algebraic expressions written down in solving the problem; (5) productive disposition will develop if the other four proficiencies develop.

Enhancing Mathematical Disposition in Geometry Instruction : The Role of E-Comics in Realistic Mathematics Education

<p dir="ltr"><span>Success in learning mathematics can be measured through five aspects called the five strands of mathematical proficiency. These five aspects need to be taught fairly, resulting in a change in students' mathematical attitudes where this aspect is still minimally looked at and researched. Therefore, the research aims to analyze changes in students' mathematical dispositions by reviewing the role of e-comics in Realistic Mathematics Education (RME). This context-based mathematics learning approach is assumed to provide meaningful learning for students. This mixed-methods research with a sequential explanatory research design was carried out on 30 elementary school students by combining quantitative data collection and analysis techniques with qualitative data support. The research showed that using e-comics in RME learning significantly improved students' mathematical dispositions with a large effect size (Cohen’s effect size = 0,98). In a qualitative review involving data triangulation, evidence was found that using e-comics in RME learning has a role in facilitating the development of each student indicator, as evidenced in the high students’ enthusiasm or response in learning both in observations, questionnaires, and documentation studies. In this way, it is hoped that this innovation can be researched and developed further on a more diverse scale and content. In addition, this research provides further opportunities for research and teacher training related to developing RME learning designs and e-comics in learning.</span></p><div><span><br /></span></div>

Alignment of K‐8 mathematics interventions with strands of mathematical proficiency in meta‐analytic research

AbstractThe purpose of this paper was to examine current mathematics interventions designed for students in kindergarten through eighth grade to determine how often they incorporated the five strands of mathematical proficiency identified by the National Research Council (2001). The five strands are conceptual understanding, procedural knowledge, strategic competence, adaptive reasoning, and productive disposition. A systematic review of the literature resulted in 13 meta‐analyses of that studied a total of 19 unique interventions. The five strands of mathematical proficiency were then compared to each intervention to determine with which strand(s) the intervention aligned. None of the 19 interventions contained all five strands, but interventions could be combined to enhance math proficiency. The strands of mathematics proficiency could provide a framework with which to meaningfully combine intervention components.

Explore Jordanian mathematics teacher's perception of their professional needs Related to Mathematical Proficiency

Mathematically proficiency as being described by five strands: conceptual understanding, procedural fluency, strategic competency, adaptive reasoning(National Research Council, 2001), and. The purpose of this study is to Jordanian mathematics teacher's perceptions of their professional needs Related to the Five Strands of Mathematical Proficiency and to search for the effect of teachers' demographic factors on their perceived needs. Participants included (171) teachers with varying qualifications and years of experience teaching at multiple grade levels schools in Jordan. The study uses a 35-item questionnaire to evaluate a teacher's professional development needs within five Strands of Mathematical Proficiency. The results offer more insight into mathematics teachers’ most essential needs in terms of specific knowledge and experience within different categories. This information aids in planning professional development programs and workshops that will meet teachers’ needs

Supporting Preservice Secondary Mathematics Teachers’ Professional Judgment Around Digital Technology Use

The pervasiveness of digital technology creates an imperative for mathematics teacher educators to prepare preservice teachers (PSTs) to select technology to support students’ mathematical development. We report on research conducted on an assignment created for and implemented in secondary mathematics methods courses requiring PSTs to select and evaluate digital mathematics tools. We found that PSTs primarily focused on pedagogical fidelity (ease of use), did not consider mathematical fidelity (accuracy), and at times superficially attended to cognitive fidelity (how well the tool reflects students’ mathematical thinking processes) operationalized as the CCSS for Mathematical Practice and Five Strands of Mathematical Proficiency. We discuss implications for implementing the assignment and suggestions for addressing PSTs’ challenges with identifying the mathematical practices and five strands.

Exploring In-Service Mathematics Teachers’ Perceived Professional Development Needs Related to the Strands of Mathematical Proficiency (SMP)

The National Research Council developed the concept of mathematical proficiency as being described by five strands: conceptual understanding, procedural fluency, strategic competency, adaptive reasoning, and productive disposition. The purpose of this study is to explore in-service mathematics teachers’ perceptions of professional development needs related to the five strands of mathematical proficiency and to investigate the effect of teachers’ demographic factors on their perceived needs. Participants included 342 teachers with varying qualifications and years of experience teaching at multiple grade levels (elementary, preparatory, and secondary) in Qatar’s government schools. The study uses a 35-item questionnaire to evaluate teachers’ professional development needs within the five strands.

Classroom Data Analysis with the Five Strands of Mathematical Proficiency

ABSTRACTQualitative classroom data from video recordings and students' written work can play important roles in improving mathematics instruction. In order to take full advantage of these data sources, it is helpful to have a strong analytic lens to orient one's reflections on the data. One promising analytic lens is the National Research Council's five stands of mathematical proficiency framework. It prompts teachers to examine the extent to which their students have attained conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive dispositions. This article describes how a pair of prospective teachers used the five strands to analyze and reflect upon qualitative classroom data from a series of lessons they taught. The insights gained during the process can help others anticipate dynamics involved in using the five strands framework during practitioner research and reflection on classroom data.

A Study of Errors and Misconceptions in the Learning of Addition and Subtraction of Directed Numbers in Grade 8

The study focused on the errors and misconceptions that learners manifest in the addition and subtraction of directed numbers. Skemp’s notions of relational and instrumental understanding of mathematics and Sfard’s participation and acquisition metaphors of learning mathematics informed the study. Data were collected from 35 Grade 8 learners’ exercise book responses to directed numbers tasks as well as through interviews. Content analysis was based on Kilpatrick et al.’s strands of mathematical proficiency. The findings were as follows: 83.3% of learners have misconceptions, 16.7% have procedural errors, 67% have strategic errors, and 28.6% have logical errors on addition and subtraction of directed numbers. The sources of the errors seemed to be lack of reference to mediating artifacts such as number lines or other real contextual situations when learning to deal with directed numbers. Learners seemed obsessed with positive numbers and addition operation frames—the first number ideas they encountered in school. They could not easily accommodate negative numbers or the subtraction operation involving negative integers. Another stumbling block seemed to be poor proficiency in English, which is the language of teaching and learning mathematics. The study recommends that building conceptual understanding on directed numbers and operations on them must be encouraged through use of multirepresentations and other contexts meaningful to learners. For that reason, we urge delayed use of calculators.

Exploring the nature and coherence of mathematical work in South African Mathematical Literacy classrooms

In this paper the mathematical working in a series of ‘litter project’ lessons from a South African Mathematical Literacy class is analysed in terms of Kilpatrick, Swafford and Findell's (2001) five strands of mathematical proficiency. The analysis points to evidence of the life skills-oriented Mathematical Literacy frame opening up opportunities for engagement across aspects of all five strands, but shows that the emphases differ from the intra-mathematical emphases within the strands. I argue that this is due to the lack of centrality in the Mathematical Literacy frame of the ‘mathematical terrain’. The shifting of competence to the bridge between mathematics and everyday situations and problems retains mathematical coherence and connectedness. Both of these aspects are grounded in the mathematical tools and thinking that are needed to make sense of the everyday situation, rather than the more intra-mathematical connections and coherence that appear to be in focus within the strands of mathematical proficiency.