Findings suggest that ESTs' commonly employed CP practices have significant injurious potential to their pupils' eyes. It is recommended that CP be abolished in elementary schools, and instead alternative nonabusive methods of disciplining erring pupils by teachers be introduced.
ABSTRAKPemahaman konseptual harus ditekankan bagi setiap mahasiswa Pendidikan Matematika. Pemahaman konseptual adalah pemahaman konsep-konsep matematika, operasi dan relasi dalam matematika. Dalam struktur aljabar, mahasiswa dapat belajar tentang pentingnya peran timbal balik antara konsep matematika dan bahasa. Pemahaman konsep merupakan salah satu kecakapan atau kemahiran matematika yang diharapkan dapat tercapai dalam belajar matematika yaitu dengan menunjukkan pemahaman konsep matematika yang dipelajarinya, menjelaskan keterkaitan antar konsep dan mengaplikasikan konsep atau algoritma secara luwes, akurat, efisien, dan tepat dalam pemecahan masalah. Namun dalam kenyataannya, masih banyak mahasiswa yang belum belum menguasai konsep pada teori grup, dengan baik. Hal ini ditunjukkan dengan masih banyaknya nilai mahasiswa yang kurang memuaskan. Berdasarkan penelitan yang telah dilakukan oleh peneliti-peneliti lain sebelumnya diketahui bahwa pemahaman mahasiswa tentang konsep grup sangat dipengaruhi oleh kemampuan matematis mahasiswa. Kata kunci: grup, kemampuan matematika, pemahaman konseptual.
ABSTRACT
Conceptual understanding must be emphasized for every student of MathematicsEducation. Conceptual understanding is understanding mathematical concepts, operations and relations in mathematics. In the algebraic structure, students can learn about the importance of the reciprocal role between mathematical and language concepts. Conceptual understanding is mathematical skills that are expected to be achieved in learning mathematics by showing understanding of the mathematical concepts learned, explaining the interrelationships between concepts and applying concepts or algorithms flexibly, accurately, efficiently, and precisely in problem solving. But in reality, there are still many students who have not yet mastered the concept of group theory well. It can be known from the unsatisfied student's acheivement. Based on research conducted by other researchers, it was previously known that student's understanding of group concepts was strongly influenced by student's mathematical abilities.
This study examined Nigerian Primary School teachers' assessment of Active Learning Technique (ALT). A total of 120 male and female primary school teachers were purposively sampled from the North central geo-political zone of Nigeria. The sampled primary school teachers were participants at a Mathematics workshop organized by the United Nations Educational, Scientific and Cultural Organization (UNESCO). Out of the 120 participants expected at the workshop, only 85 participated in all the interactive activities on the ALT. Two researcher-designed questionnaire forms titled" Reflection on Methodology and Difficult Mathematics Topics" and "ALT Assessment Scale" were prepared and administered to the participants before and after the workshop activities. The pre-workshop questionnaire sought information on how participants teach Mathematics in their various schools and the Mathematics topics they found difficult to teach. After the workshop activities have been carried out, a questionnaire on participants'assessment of the ALT was administered. The collected data were analyzed using frequency counts and percentages.Reports of analysis indicated that participants found ALT interactive, interesting, motivating, participatory and highly innovative. Based on the findings, it was recommended that the teaching methodology of Nigerian Primary School teachers should be regularly updated through workshops on ALT and that teaching of Mathematics at primary level should be handled by trained Mathematics teachers.
The study sought information on teacher professional development in the use of Information Communication Technology in teaching Mathematics. The population comprised secondary school teachers and r students in the study area. The sample consisted eight (8) secondary schools (three private and five public schools) using random sampling technique. Ten (10) teachers were purposively sampled from each school, which made up 80 Mathematics teachers while 122 students were randomly selected. The data collected were analyzed using frequency count, percentage and t-test statistics. The results revealed amongst others, that there was awareness among teachers and students on the use of Information Communication Technology (ICT) in teaching Mathematics at the secondary schools. There was no significant difference between the students mathematics achievement in both private and public secondary schools. Based on the findings, it was recommended that mathematics laboratory should be provided in the secondary schools to enable teachers and students improvise instructional materials that may not be readily available.
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