Kemampuan Koneksi Matematika Siswa dalam Menyelesaikan Soal Matematika Bentuk Cerita Ditinjau dari Kemampuan Awal Matematika Siswa SMP Negeri 1 Majene

The type of this research is descriptive research that aims to determine the ability of students mathematical connections to solve the problem of story form on Triangle and Triangle material in class VII of SMP Negeri 1 Majene based on students\u27 early math ability. The subjects of the study were 6 students consisting of 2 students with a high level of early math ability, 2 students with moderate level of math ability, and 2 students with low level of early math ability. The result of the research shows that (1) students with high level of high mathematics ability have high mathematical connection ability, students with high ability level can solve problems and connect them with mathematics, science (other), and daily life well. But there are students who have little problem in solving the problem (2) students with the basic level of mathematics skills have medium math connection ability, students with ability level are able to understand the problem, but have difficulty in solving the problem and connect it with mathematics concept, fields), and daily life. (3) students with low level of early math ability have low mathematical connection ability, Students with low ability level have difficulty in understanding determine the elements of the problem so that they can not solve the problem and connect it with mathematics, science (other), and also everyday life

Prior Cognitive Task Analysis of Test Item Difficulty

The pass rate of a test item often serves as an index of its difficulty. This posterior index, though easy to obtain and definite, is susceptible to students' learning level. It cannot play a leading role in designing test items. The present research tried to design a prior-to-test index of test item difficulty. According to the principles of cognitive task analysis, a frame and a procedure to be\ud strictly executed were mapped out for the prior assessment of higher mathematics test items. Taking into account the characteristics of math problems, we designed such indexes as number of elements in a problem, element identification difficulty, number of principles used in answering, principle identification difficulty and cognitive load. The results show that prior difficulty is most significantly\ud correlated with the pass rates of math test items. High correlation also exists among sub-indexes in assessment and among evaluators, indicating sufficient validity and reliability of the prior assessment method developed by the present reseach

Kemampuan Koneksi Matematika Siswa Dalam Menyelesaikan Soal Matematika Bentuk Cerita Ditinjau Dari Kemampuan Awal Matematika Siswa SMP Negeri 1 Majene

The type of this research is descriptive research that aims to determine the ability of students mathematical connections to solve the problem of story form on Triangle and Triangle material in class VII of SMP Negeri 1 Majene based on students' early math ability. The subjects of the study were 6 students consisting of 2 students with a high level of early math ability, 2 students with moderate level of math ability, and 2 students with low level of early math ability. The result of the research shows that (1) students with high level of high mathematics ability have high mathematical connection ability, students with high ability level can solve problems and connect them with mathematics, science (other), and daily life well. But there are students who have little problem in solving the problem (2) students with the basic level of mathematics skills have medium math connection ability, students with ability level are able to understand the problem, but have difficulty in solving the problem and connect it with mathematics concept, fields), and daily life. (3) students with low level of early math ability have low mathematical connection ability, Students with low ability level have difficulty in understanding determine the elements of the problem so that they can not solve the problem and connect it with mathematics, science (other), and also everyday life

Kesulitan Belajar Matematika Secara Daring Ditinjau dari Motivasi Belajar: Studi Kasus SMP IT Al-Husna

During the pandemic, learning activities has done by online. This learning method has weaknesses, such as students find feel less motivated to learn mathematics. While learning motivation is one of the important factors that can affect students in learning mathematics. The research method in this study is a qualitative descriptive method. Three students were selected as subjects based on high, medium and low levels of learning motivation. Data collection is done by test and interview method and data analysis technical used in this study is data reduction, data presentation and drawing conclusions. Then the research data is tested for validity using the source triangulation. Based on the results of the analysis it can be concluded that high-motivated student has difficulty to analyze the known elements. While the students with medium and low levels of motivation have difficulty explaining the results of problem solving.Selama pandemi kegiatan belajar dilakukan secara daring. Metode pembelajaran ini memiliki kelemahan, yaitu siswa merasa kurang motivasi untuk belajar matematika. Sedangkan motivasi belajar adalah salah satu faktor yang berperan penting dalam belajar matematika. Penelitian ini menggunakan metode penelitian deskriptif kualitatif. Tiga siswa dipilih sebagai subjek berdasarkan level motivasi tinggi, sedang, dan rendah.  Pengumpulan data dilakukan dengan metode tes dan wawancara serta teknik analisis data yang digunakan adalah reduksi data, penyajian data dan penarikan kesimpulan. Lalu data penelitian diuji keabsahan menggunakan triangulasi sumber. Berdasarkah hasil analisis dapat ditarik kesimpulan bahwa siswa dengan level motivasi tinggi mengalami kesulitan untuk mennganalisis unsur-unsur yang diketahui, sedangkan siswa dengan level motivasi sedang dan rendah memiliki kesulitan untuk menjelaskan kembali hasil penyelesaian masalah

Developing teaching for mathematical resilience in further education

The construct ‘Mathematical Resilience’ [1] has been developed to describe a positive stance towards mathematics; resilient learners develop approaches to mathematical learning which help them to overcome the affective barriers and setbacks that can be part of learning mathematics for many people. A resilient stance towards mathematics can be engineered by a strategic and explicit focus on the culture of learning mathematics within both formal and informal learning environments. As part of that engineering, we have developed the notion of ‘Teaching for Mathematical Resilience’. The work described here is focused on developing teachers who know how explicitly to develop resilient learners of mathematics. Teachers for Mathematical Resilience develop a group culture of ‘can do’ mathematics which works to counter the prevalent culture of mathematics helplessness and mathematics anxiety in the general population when faced with mathematical ideas. This paper discusses the changes in awareness brought about by a one-day course designed to develop ‘teaching for mathematical resilience’. The course presentations ran between November 2015 and July 2016 and recruited participants who work as teachers of numeracy or mathematics in Further Education (FE) institutions in England – predominantly in the Midlands. Many of these teachers were being required to teach beyond their own level of mathematical confidence. The data shows that it is possible within a one day course to increase teachers’ awareness of negative past experiences as a possible cause of difficulty with mathematics; teachers become aware of how patterns of behaviour such as avoidance and disruption may have developed as safe-preservation habits and how mathematics anxiety can be transmitted from teacher to student in a vicious cycle. Teachers are supported to work through personal anxieties towards mathematics in a safe and collaborative environment and to develop elements of personal mathematical resilience and awareness of the affective domain. Thus we have sought to break the cycle of mathematics anxiety by educating teacher awareness. However, we have also found that many UK FE teachers request and would likely benefit from further courses

A metacognitive intervention for teaching fractions to students with or at-risk for learning disabilities in mathematics

Assessment data from the United States and international reports of student achievement indicate that upper elementary students are failing to meet basic levels of proficiency in fractions and writing, and that this is particularly prevalent with students with or at-risk for learning disabilities in mathematics. Proficiency with fractions has been identified as foundational for learning higher-level mathematics but remains one of the most difficult skills for students to learn. In addition, students' difficulty with fractions is exacerbated because of increased chances of comorbidity with language learning problems, particularly difficulties constructing arguments and communicating using writing. We describe FACT+(RC2)-C-2, a language-based, metacognitive instructional intervention that was designed using the Self-Regulated Strategy Development model (SRSD) for teaching foundational concepts of fractions. The results from two studies in which the intervention was administered to upper elementary students who exhibit mathematics difficulties indicated selected increases in students' computational accuracy, quality of mathematical reasoning, number of rhetorical elements, and total words. With evidence of improved performance in these areas, FACT+(RC2)-C-2 holds promise for helping these students become proficient self-regulated learners.12 month embargo; published online: 18 March 2019This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]

Upper-division Student Understanding of Coulomb's Law: Difficulties with Continuous Charge Distributions

Utilizing the integral expression of Coulomb's Law to determine the electric potential from a continuous charge distribution is a canonical exercise in Electricity and Magnetism (E&M). In this study, we use both think-aloud interviews and responses to traditional exam questions to investigate student difficulties with this topic at the upper-division level. Leveraging a theoretical framework for the use of mathematics in physics, we discuss how students activate, construct, execute and reflect on the integral form of Coulomb's Law when solving problems with continuous charge distributions. We present evidence that junior-level E&M students have difficulty mapping physical systems onto the mathematical expression for the Coulomb potential. Common challenges include difficulty expressing the difference vector in appropriate coordinates as well as determining expressions for the differential charge element and limits of integration for a specific charge distribution. We discuss possible implications of these findings for future research directions and instructional strategies.Comment: 5 pages, 1 figure, 2 tables, accepted to 2012 PERC Proceeding

Analytic Framework for Students' Use of Mathematics in Upper-Division Physics

Many students in upper-division physics courses struggle with the mathematically sophisticated tools and techniques that are required for advanced physics content. We have developed an analytical framework to assist instructors and researchers in characterizing students' difficulties with specific mathematical tools when solving the long and complex problems that are characteristic of upper-division. In this paper, we present this framework, including its motivation and development. We also describe an application of the framework to investigations of student difficulties with direct integration in electricity and magnetism (i.e., Coulomb's Law) and approximation methods in classical mechanics (i.e., Taylor series). These investigations provide examples of the types of difficulties encountered by advanced physics students, as well as the utility of the framework for both researchers and instructors.Comment: 17 pages, 4 figures, 3 tables, in Phys. Rev. - PE