Uses of Technology in Upper Secondary Mathematics Education

Mathematics Education; Educational Technology; Teaching and Teacher Educatio

Developing Guided Discovery-Based Learning Device for Improving Middle School Students' Mathematics Problem-Solving Ability

According to the 2011 PISA Mathematics Survey, Indonesia ranked 72nd out of 78 countries. This is a very worrying position for the development and quality of Indonesian education in the eyes of the world. This study aims to create a learning device based on guided discovery to enhance students' valid, practical, and effective problem-solving skills. The developed instructional devices are presented as lesson plans and worksheets for high school math students. This development study uses the Plomp model in three phases: pre-production, prototyping, and evaluation. The research subjects are 7th-grade students of SMPN 2 Northern Rao. Experts conduct verification in mathematics education, educational technology, and the Indonesian Language. The practicality of the teaching aid is evident in the results of practicality surveys in teaching practice and questions from students and teachers. Efficiency can be seen in student learning outcomes. The Data Analysis Result Guided Discovery Learning Device is effective because it meets valid criteria in terms of content and design, is practical in terms of implementation, simplicity, and turnaround time, and can improve learning outcomes. In essence, this research can provide an overview for enhancing the quality of education. In addition, it can be used as an indicator to improve students' problem-solving skills by making math learning more accessible and efficient

Pengembangan Perangkat Pembelajaran Matematika Berbasis Penemuan Terbimbing Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Peserta Didik Kelas VI SDN 02 Sitiung

Problem-solving abilities aim to increase students' analytical power in making decisions so as to help shape students' perceptions by seeing mathematics as an integrated part of life, but in reality students' problem-solving abilities are not yet optimal, one of the causes is the unavailability of learning tools that facilitate students students to improve their ability to solve mathematical problems. This study aims to produce learning tools based on the guided discovery model to improve students' problem-solving abilities in grade VI elementary school mathematics LKPD. This development research uses the Plomp model which consists of 3 stages, namely, preliminary, prototyping and assessment. The research subjects were students of class VI at SDN 02 Sitiung. Validation was carried out by experts in mathematics education, educational technology, and Indonesian. Practicality of learning tools seen from the results of practicality questionnaires on the implementation of learning, student and teacher questionnaires. Effectiveness is seen from the learning outcomes of students. The results of the analysis of the validity data indicate that the resulting guided discovery model-based learning tools have met the valid criteria in terms of content and construct. The learning tools are practical in terms of implementation, ease and time required, because the developed learning tools can be applied in mathematics learning activities. Learning tools have also been effective because they can improve learning outcomes. Based on these results, it can be concluded that the mathematics learning tools based on the guided discovery model for class VI Semester I that have been produced can be declared valid, practical and effective. 

Pengembangan Bahan Ajar Pada Sofware G-Suite For Education Untuk Meningkatkan Kemampuan Berfikir Kritis Siswa Kelas VIII

The purpose of this study was to produce characteristics of mathematics teaching materials in the G-Suite For Education Software to improve critical thinking skills in valid, practical and effective grade VIII junior high school students. The teaching material developed is the Student Worksheet (LKPD) on the G-Suite For Education Software. This development research uses the Plomp development model which consists of 3 stages, namely preliminary research, development phase, and assessment phase. The subjects of this study were students of class VIII SMP El-Ma'arif Boarding School. The instruments used are validation sheets, student response questionnaires, and ability tests. The teaching materials developed are said to be valid if they meet content and construct validity. The instrument used is a validation sheet that contains aspects of presentation, feasibility of content and material, appearance and language. Validation was carried out by experts in mathematics education, educational technology, and Indonesian language. The practicality of teaching materials is seen from the participants' practicality questionnaire educate. The effectiveness of teaching materials is seen from the competence of students which consists of aspects of knowledge. The results of the validity data analysis indicate that the teaching materials in the G-Suite For Education Software produced have met the very valid criteria in terms of content and constructs. Teaching materials are practical in terms of implementation, convenience and processing time. Teaching materials have also been effective seen from student learning outcomes. Based on these results, it can be concluded that the teaching materials in the G-Suite For Education class VIII SMP that have been produced can be stated as valid, practical and effective.

English Medium Instruction as a Local Practice: Language, Culture and Pedagogy

From the perspective of translanguaging and instruction theories, this Open Access book examines Chinese English Medium Instruction (EMI) lecturers’ linguistic and pedagogical characteristics. This book demonstrate that ‘English’ in EMI is not a monolingual issue and EMI lecturers have applied their bilingual advantages to systematically and strategically advance their pedagogy practices through a translanguaging process.  This book reflects upon EMI lecturers’ culture-imbedded teaching and learning philosophies and explores the implications of local classroom practices, such as topic-centered instruction and teacher presentation through demonstration. This book argues that EMI teaching is not an approach that can reach universal consent across linguistic, cultural and educational systems; it is an approach that is exclusively contextualised in the lecturers’ closely related cultural and educational system, and restricted by the available resources

The Influence of Mathematics Teachers' Knowledge in Technology, Pedagogy and Content (TPACK) on their Teaching Effectiveness in Saudi Public Schools

Many researchers including (Hill et al., 2008; McCray & Chen, 2012) have found that teachers' understanding of the mathematics content knowledge and their expertise in teaching methods "pedagogy" are largely responsible for how effective they are as teachers. More recent research (Lyublinskaya & Tournaki, 2012; Polly, 2011) suggests that teachers' ability to integrate technology into their teaching is also critical to their mathematics teaching effectiveness. This study investigated the validity of these assumptions for 7-12 grade mathematics teachers in Saudi Arabia and how their expertise in Technological Pedagogical And Content Knowledge (TPACK) influences their teaching effectiveness. The central question for grade 7-12 Saudi Arabian mathematics teachers is: Does expertise in technology integration, pedagogy and content relate to teaching effectiveness? The TPACK expertise of 347 secondary male mathematics teachers in Riyadh public schools was measured by self-evaluation questionnaires. Principals from 109 schools rated their teachers by using a 14 item "Teacher Effectiveness" survey. Descriptive statistics, bivariate correlations, ANOVA, Paired-Samples t-test and MANOVA were used to evaluate the relationship between the teachers' TPACK knowledge and teaching effectiveness. Results showed that teachers evaluated their TPACK at a high level. On the TPACK 1-5 Likert scale survey (5 = highly competent), the teachers rated their general mathematics content knowledge (CK) at M=3.7 (SD=.67), their general pedagogy knowledge (PK) at M=4.1 (SD =.55), their general technology knowledge (TK) at M=3.6 (SD=.70), their pedagogical knowledge within mathematics content (PCK) at M=4 (SD =.60), their technological knowledge within mathematics content (TCK) at M=3.7 (SD=.69), their technological knowledge within pedagogical knowledge (TPK) at M=3.6 (SD=.74), their technological pedagogical and content knowledge at M=3.7 (SD=.71), and their cumulative knowledge of technology, pedagogy and content at M=3.8 (SD=.52). The teachers also rated their professional preparation to integrate technology. They reported that their university courses prepared them to integrate digital technologies (M=3.51, SD=.88) better than professional development workshop and training (M=3.07, SD=1.7); t(346)= 8.17, p<.01. Principals rated the overall effectiveness of their teachers at M=3.11 (SD=.59) on the 14 item scale and their usage of technology at M=2.84 (SD=1.06). Correlations between mathematics teachers' 7 TPACK self-efficacy and the principals' rating of teacher effectiveness were not significantly different. Negative correlations were found between principals' ratings of teaching effectiveness and the teachers' evaluation of their professional preparedness in university courses (r=-.125, p<.05) and professional development training programs (r=-.129, p<.05). This discrepancy may point to differences between the way these principals and the higher education institutions value teacher preparation curriculum. Further studies may consider comparing teachers' TPACK self-efficacy to student achievement

A Survey of Computer Education Courses in Canadian Faculties of Education

Paralleling the rapid entry of microcomputers into the elementary and secondary schools of Canada has been the development of a broad range of credit courses, within faculties of education, designed to train teachers in the application of computer technology to teaching and learning. This survey of computer education courses and programs in Canadian faculties of education was conducted in February 1985, in order to provide baseline data for a continuing review of the nature and impact of these courses. The results of the survey confirm that the response of education faculties has been quite dramatic, with a total of 260 undergraduate and 85 graduate courses now being offered. However, categoriza- tion of the courses shows considerable diversity in both content and sequence. Further, there is no consistency among the various institutions in their requirements for computer-related experiences prior to teacher certification.En réponse à l'introduction rapide du micro-ordinateur dans les écoles primaires et secondaires du Canada, les facultés universitaires d'éducation ont développé un grand nombre de cours conçus spécialement pour entraîner les professeurs à utiliser l'informatique au niveau pédagogique. Le sondage de cours et de programmes concernant l'informatique offerts par les facultés canadiennes d'éducation effectué en février 1985, a eu pour but de procurer un data de base qui permettra de vérifier de façon régulière la nature et l'impact de ces cours. Les résultats du sondage confirment que la réaction des facultés d'éducation a été des plus vives. Nous avons, en effet, un total de 260 cours pour étudiants sous-gradués et de 85 cours pour étudiants gradués offerts aujourd'hui dans nos universités. La catégorisation de ces cours révèle toutefois une diversité considérable dans les domaines du contenu et du développement séquentiel. De plus, il existe un écart considérable parmi les diverses institutions quant aux demandes requises en matière d'informatique avant d'accorder aux enseignants leur diplôme

Towards an Integration of 360-Degree Video in Higher Education. Workflow, challenges and scenarios

Today video is being used in different facets supporting the e-learning experience. With a resurging interest and reduced barriers of entry to experience virtual and augmented reality applications, 360-degree video technology is becoming relevant as an option to produce and consume content for VR/AR applications. 360-degree video offers new features, which can prove useful in teaching & learning scenarios with a need for self directed control of view direction, immersion and a feeling of presence. Current adoptions of 360-degree videos are integrated manually for specialized activity-oriented learning scenarios. However, in order to adopt 360- degree video on a larger scale, a sufficient technical integration is required and knowledge of application scenarios needs to be communicated. To approach this challenge, workflow steps are analyzed, challenges are identified and scenarios are described in the context of creating 360- degree video content for higher education. We identify open gaps, which need to be addressed in order to integrate 360-degree video technology in an automated video processing tool chain

Digital Game-Based Approach to Math Learning for Students

Mathematics is an important subject that is pervasive across many disciplines. It is also a subject that has proven to be challenging to both teach and learn. Students face many challenges with learning math such as a lack of motivation and anxiety. To address these challenges, game-based learning has become a popular approach to stimulate students and create a more positive classroom environment. It can serve as an alternative or supplement to traditional teaching and can better engage students while developing a positive attitude toward learning. The use of games in a classroom can create a more exciting and engaging environment, while still reinforcing learning concepts. This paper explores the development of three math games to supplement classroom learning and analyses the game mechanics and designs implemented in each game