Toward a methodology for exploring mathematics preservice teachers' learning from a sociocultural perspective

This paper describes a methodological procedure for characterizing mathematics preservice teachersÕ learning from a sociocultural perspective. The procedure involves interpreting some aspects of WengerÕs theory of social learning, adapting them to preservice teacher training, and making this adaptation operational for coding and analyzing audio recordings of a group of preservice teachers working at home. An example of a research result obtained using this procedure is presented

Pengembangan Model Pembelajaran Nht (Numbered Heads Together) Berbasis Outdoor Study Untuk Meningkatkan Prestasi Belajar Siswa SMA Kelas X Pada Materi Pokok Sistem Persamaan Dan Pertidaksamaan

The objectives of the research were: (1) to yield valid, efficient, practical and effective learning model for equation and inequality system; (2) to know which students had better the learning achievement of mathematics using outdoor study-based NHT or NHT learning models; (3) to know which students had better learning achievement, the students with high or those with moderate or those with low social intelligence; (4) to know which for students with high social intelligence, moderat social intelligence and low social intelligence, outdoor study-based NHT had better learning achievement than NHT learning model; (5) to know which students had better learning achievement, outdoor study-based NHT or NHT learning model, in each level of social intelligence. The development of learning model was conducted referring to R&D procedure suggested by Borg & Gall. The result of development constituted the procedure/syntax of outdoor study-based NHT learning model. For effectiveness test, this research was a quasi-experimental research with a 2×3 factorial design. The instrument employed to collect the data was mathematics learning achievement test and student social intelligence questionnaire. Based on hypothesis testing, it can be concluded as follows. (1) The result of development constituted the procedure/syntax of outdoor study-based NHT were valid, efficient, practical and effective learning model with some game or activity such us ringball for SPLDV game, ringball for SPLDV game, to guess length and wide, inequality project and estafed. (2) The students' mathematics learning achievement in outdoor study-based NHT learning model was better than that in NHT. (3) The students with high social intelligence had mathematics learning achievement better than those with either moderate or low one, and those with moderate had mathematics learning achievement better than those with low one. (4). In outdoor study-based NHT learning model, the students with high social intelligence had mathematics learning achievement as same as those with moderate one, and those with either high or moderate social intelligence had mathematics learning achievement better than those with low one. In NHT learning model, the students with high social intelligence had mathematics learning achievement better than those with either moderate or low one, and those with moderate one had mathematics learning achievement as same as those with low one. (5) The students with high social intelligence in outdoor study-based NHT learning model provided the result (product) as same as those in NHT learning model. The students with moderate social intelligence in outdoor study-based NHT learning model provided the result better than those in NHT learning model. The students with low social intelligence in outdoor study-based NHT learning model provided the result as same as those in NHT learning model

Trivium curriculum in Ethno-RME approach: An impactful insight from ethnomathematics and realistic mathematics education

In implementing Ethnomathematics-Realistic Mathematics Education (Ethno-RME), teaching mathematics correctly is needed through learning practices in teaching and learning activities. This pedagogical activity requires guidance in the form of a curriculum. So, the teacher can determine the ethnomathematics context as a starting point in teaching mathematics using Ethno-RME. Therefore, this paper focuses on constructing an Ethno-RME curriculum to guide teachers to apply Ethno-RME in their learning process. This research was collected data from a few relevant kinds of literature to build the Ethno-RME curriculum, such as literature about the D’Ambrosio trivium curriculum, the principles, and character of RME, and literature about the implementation of RME and Ethnomathematics in school. Then, the data were reviewed, criticized, and synthesized, which was done by integrating the ideas in the literature with the new ideas to form the new concept and formula for Ethno-RME curriculum. This study comprehensively explains the goal of Ethno-RME learning, Ethno-RME competencies, and the procedure of Ethno-RME learning. Its process consists of several steps: determining, exploring, processing, and finding mathematics in the ethnomathematics context. Furthermore, this procedure continues with conducting self-development models and critical reflection as an assessment

Peningkatan Hasil Belajar Siswa pada Pembelajaran Matematika Tentang Penjumlahan dengan Media Kartu Bergambar

: The problem of this research is one how the improvement of teacher`s ability in mathematics learning about addition of the number with flash card to students learning result in grade one B of Sekolah Dasar Negeri 05 Kendawangan Kabupaten Ketapang?, two how the improvement of teachers ability to do mathematics learning about addition of the number with flash card to students learning result in grade one B of Sekolah Dasar Negeri 05 Kendawangan Kabupaten Ketapang?, three how much the improvement of students learning result on mathematics learning of the number with flash card to students learning result in grade one B of Sekolah Dasar Negeri 05 Kendawangan Kabupaten Ketapang. The purposes of this research are: a. to know the improvement of teacher`s ability to student learning result in grade one B for the first semester at Sekolah Dasar Negeri 05 Kendawangan Kabupaten Ketapang regency on mathematics learning, b. To know the improvement of teacher`s ability in planning of mathematics learning about addition of the number with flash card to student learning result in grade one B at Sekolah Dasar Negeri 05 Kendawangan Kabupaten Ketapang, c. To know the improvement of student learning result on mathematics learning about addition of the number with flash card in grade one B at Sekolah Dasar Negeri 05 Kendawangan Kabupaten Ketapang. This research uses a descriptive form of classroom action, and the nature of the research using collaboration the procedure described action research, namely planning, implementation, observation, reflection. The subjects of this research is in grade one students. The result of research on student learning result in the first cycle average about 69,09 and the second cycle increase by 80,45

Pengembangan Perangkat Pembelajaran Matematika Kelas Rendah Berorientasi Model Pembelajaran Diskusi

This development was aimed at creating learning device for low level mathematics to increase the students' participation and achievement through discussion learning model in Class A of the second semester of the Elementary School Teacher Education Department of Muhammadiyah University of Purwokerto of the academic year 2008/2009. The 49 subject takers was divided into 15 groups of 3 to 4 people. The procedure of developing the device used classroom action research. The action consisted of two cycles and took three months. Each cycle was done depending on the obtained improvement, design and the factor to be developed. The instrument which was used to get the data of participation and students' response towards the lecture and the learning device was questioner, while he instrument to get data on students learning achievement were essay quiz, mid term test, and the end term test. The result was the device for learning low level mathematics, early-class learning material, students work, and increased learning participation. The learning achievement was still low which was due to their low ability in solving mathematical problem. Key words: Discussion learning model, participation, and mathematics learning achievement

Future Secondary Mathematics Teachers Training From a Functional Perspective

We describe a model that is being used in some Spanish universities for future secondary mathematics teachers training. This model is based on a functional view of students' learning, of how didactic knowledge is established on the basis of teachers' activities, and of how we see some mathematics education notions as conceptual and methodological tools with didactic purposes. This view gives rise to a procedure, didactic analysis, as a conceptualization of the teacher's activities needed for planning, implementing and assessing mathematics lessons. We present the general curriculum design of a methods course based on these ideas and procedures and mention some research results concerning the design and implementation of such courses