Mathematics teachers’ pedagogy (MTP) is an integral part of classroom instructional mediation through technology or manipulatives. This article describes a logical literature analysis for the MTP and technology with GeoGebra (GG). The findings reveal the intervention impact of MTP with GG and other technologies such as matrix laboratory (MATLAB); an interactive whiteboard (IWB) and computer algebra system (CAS); wxMaxima, which is a CAS; information and communication technologies (ICT); concrete materials as well as other resources in developing students’ performances in mathematics which were generally effective too. The systematic literature review (SLR) explored findings from current research between January 2011 and October 2020. Quality assessment screening of the papers was done and alongside further elimination of repeated documents from the analysis, twenty-eight publications met the refinement and inclusion/exclusion criteria out of 110 papers. The modified preferred reporting items for systematic reviews and meta-analyses (PRISMA) outline exemplifies the literature review accordingly. The authors observed, accomplished, and discussed the significance of the SLR. This was followed by the constraints, upcoming directions for MTP with technology and GG, and the MTP consequences for education and research.
Primary School Teachers Identity in Mathematics: The Aspect of Specialist Teaching and Learning
Teaching Strategies for Mathematical Problem-Solving through the Lens of Secondary School Teachers
Mathematics Teachers’ Pedagogy through Technology: A Systematic Literature Review
Difficulties that students face when learning algebraic problem-solving
Algebraic problem-solving is a way of thinking and reasoning that allows students to create models, study relationships, and solve problems. However, students only have a little understanding of formulating and solving algebraic problems. This study aims to determine the predominant difficulties that Year Six students face when learning algebraic problem-solving. This study used a quantitative research design involving 80 students selected by purposive sampling. The instruments used in this study include criterion-referenced tests consisting of word and diagram algebraic problem-solving items. Data were analysed using GNU PSPP software. The descriptive statistics showed that the predominant difficulty that Year Six students faced when solving algebraic word problems was text difficulties and unfamiliar contexts. For diagrammatic algebraic problem-solving, students encountered the most difficulty with visual-spatial awareness. The Chi-Square test was used to identify the statistical correlation coefficient between gender and difficulties in solving algebraic problems. The result showed a positive association between gender and recognition difficulties and gender and sign substitution error. The findings of this study may encourage students to better learn algebraic problem-solving skills. Moreover, this study also provides important information for teachers to better teach algebraic problem-solving to Year Six students.
ACADEMIC CALENDAR FOR 2020/2021 UTM
Academic Calendar for 2020/2021 Bachelor Degree and Postgraduate Programme Universiti Teknologi Malaysia
A Grounded-Theory Study of Civil Engineering Design Practice in Malaysia
Abstract
The heart of engineering lies in problem-solving. Critical thinking and mathematical thinking are inexorably linked and indispensable in complex engineering problem-solving. However, the preparedness of prospective engineers in terms of having the required skills to face future challenges in the engineering workplace is still questionable and worrisome. Therefore, a study to understand the application of these two types of thinking in professional engineering practice is urgently crucial. This study focuses on having insight into the interrelation and interaction among pertinent elements of critical thinking and mathematical thinking used by engineers in professional civil engineering design practice, in the form of a substantive theory. This paper presents qualitative research using a modified grounded theory method. Semistructured interviews were conducted with eight informants from engineering firms through theoretical sampling. Data were analyzed using modified grounded-theory analysis with analytic tools to interrelate the inductive codes, which contrasts with the more usual grounded-theory analysis. The substantive theory, named math-related critical thinking, explains six essential processes used in professional engineering design for justifying decisions reasonably. The substantive theory provides useful information for prospective engineers and engineering education, along with some implications for designing engineering curricula.
https://ascelibrary.org/doi/abs/10.1061/%28ASCE%29EI.2643-9115.0000007
The Relationship between Learning Styles and Achievement of Solving Algebraic Problems among Lower Secondary School Students
Abstract
A learning style is a student’s consistent way of acquiring knowledge while problem-solving is an essential skill
for developing mathematical knowledge and reasoning. Studies reported that Malaysia’s secondary school
students’ performance in solving algebraic problems was poor. Thus, this study aims to investigate the
relationship between learning styles and achievement of solving algebraic problems among the lower secondary
school students. For the purpose of this research, 373 lower secondary school students in the age range of 14 to
15, living in the Johor Bahru district, were randomly selected. A 12-item Kolb’s learning style inventory was
used to identify the students’ learning styles, and a 6-item algebraic problem-solving test was used to measure
the students’ achievement of solving algebraic problem. The results show that the majority of the lower
secondary school students preferred the assimilating and converging learning styles, and they obtained marks in
the range of 70-84 percent for the algebraic problem-solving test. The study reveals a positive relationship
between the students’ learning styles and achievement of solving algebraic problems. Likewise, the analysis
results of the correlation between learning styles and achievement of solving algebraic problems with respect to
the control variable of gender also indicate a positive relationship. These findings may provide some useful
ideas for the teachers to consider student-friendly learning styles in designing the lesson instructions so that the
algebra teaching process as well as learning outcomes can be further improved.
15318-Article Text-22827-1-10-20200514-1_published
Leisure Reading_eBook Sharing: The Little Prince
Thank you Marcelo for sharing this material with me.
http://users.uoa.gr/~nektar/arts/tributes/antoine_de_saint-exupery_le_petit_prince/the_little_prince.htm
