De-i-fuzzification is a process of converting the intuitionistic fuzzy set into a fuzzy set. It becomes one of the core procedures in fuzzy time series forecasting model based on the intuitionistic fuzzy set. In this paper, we propose a fuzzy time series forecasting model based on intuitionistic fuzzy set via de-i-fuzzification. The de-i-fuzzification approach used is assigning the hesitancy degree to the major grade. The data are partitioned into a few intervals using the frequency density-based method. The data in the fuzzy set form is then transformed into an intuitionistic fuzzy set using the definition of intuitionistic fuzzy set. The arithmetic rules based on centroid defuzzification is used to obtain the forecasted output. The model is implemented on the data of student enrolment at the University of Alabama. The results are then compared to forecasting method using classical fuzzy set and similar de-i-fuzzification approach using max-min operation. The proposed method outperforms the other two methods, thus supports the fact that intuitionistic fuzzy set is a generalization of a classical fuzzy set and gives better performance in forecasting.
The desire to equip students with 21st-century skills has prompted teachers to find alternative ways to promote real learning of mathematics. One of these ways includes building communities of best practices, with the collaborative efforts of parents. This study aims to investigate how mathematics teaching communities develop mathematical knowledge and skills in students. This study interviewed four teachers for insights into their teaching practices, specifically, how they built a learning community to foster the learning of mathematics. The findings showed that the teachers, working with parents, provided substantial support to develop students’ knowledge of mathematics and 21st-century skills, such as life skills. This study shows how mathematical knowledge and skills can be developed within a community with little access to advanced technology and how students can be supported to acquire life-long learning skills.
Keywords: Community, Mathematics, Parents, Teachers.
Mathematics has traditionally been regarded as an important topic for the fundamental development of skills since it necessitates language and thinking. With these required skills, students with less mathematics experience rely largely on learning opportunities. Providing mathematics learning opportunities for children may encourage them to study. Students are more likely to participate in learning when teachers provide additional support. Previous research has concentrated on both effective teaching and learning as well as student challenges. Despite this, the current challenging circumstances have resulted in fewer options for students to explore. As a result, this research aims to determine how teachers and parents in a rural mathematics community in Malaysia create opportunities for students to participate in mathematics education. Teachers, parents, and students make up the community. A case study was used to obtain qualitative data via interview. This study included four teachers and two parents. Purposive sampling was used to select the samples, with participants agreeing to be involved. The findings revealed that the teachers and parents were equally concerned about their children's education and focused on mentoring them. To help their children, the parents relied on technology. This study provides input on strategies used to engage students in mathematics education.
Mathematics education is now focusing on the application of technological instruments. The sudden change in the learning environment during COVID-19 may need more attention. Hence, this study aims to investigate how mathematics teaching communities in Taman Negara Pahang contribute to mathematics education. This study employed purposive sampling to interview four teachers from Taman Negara, Pahang (Malaysia). This study utilised a case study design to collect data, which provides insights into their teaching practices. Specifically, they shared how they lead a learning community for the development of mathematics education in their schools. The findings revealed that the teachers had used Information and Communications Technology (ICT) as the sole ICT tool for the development of mathematics education. Furthermore, they found that getting the parents communicated is the most important matter to guide the students since parents play an important role in monitoring their children in the mathematics community. The success of communication contributes to the student's development in learning mathematics. Therefore, a frequent reminder to the parents is needed to assist the students. Particularly, this study suggests that parents and teachers should focus on giving motivation to the students by maximising the usage of WhatsApp and teachers' efforts to make video recordings to guide the parents in guiding their children.
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