Untitled

Porter, Mary K.; Masingila, Joanna O.

doi:10.1023/a:1004166811047

Cited by 56 publications

(3 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The need to consider all possible readers while the author of text is not available to answer questions about possible interpretations, make writing very complex, one reason Plato preferred dialogue instead. The possible reading of text is acknowledged in many theories of learning such as discourse theory and semiotics (Porter & Masingila, 2000). In line with Plato`s view about written texts, students` use of words, symbols, and images to convey mathematical ideas was analyzed not only by examining their written responses to mathematical tasks, but students were also interviewed to get the voice that is absent on the written texts.…”

Section: Literature Reviewmentioning

confidence: 99%

First Year University Students` Use of Words, Symbols and Images to Convey Mathematical Ideas: A Case of Definitions

Matabane

Machaba

2023

RESSAT

View full text Add to dashboard Cite

This qualitative case study analysed how first year university mathematics students used words, images and symbols to convey the same mathematical ideas. The study was located within the interpretivist paradigm and took naturalistic methodology. Twenty six first year students were purposefuly selected to participate in the study. Data was collected through analysing students’ assignments scripts followed by semi-structured interviews. The study sought to answer the questions: How did the first year university students` use of words, symbols and images to convey mathematical ideas. The data were analysed using Lave and Wenger`s (situated learning and Seo ` mathematical communication theories. Data analysis focused on the structure and usage of symbols, images and words to commucaite mathematical idea. The results of the study shows that the students experienced difficulties in using words, images and symbols to communicate the same mathematical idea. There was contradictions meanings between images, words and symbols usage in attempt to define same concept. It is recommended that encouraging studets to wave between words, symbols and images to communicate mathematica concepts will improve understanding of mathematical concepts. First year university mathematics teachers are encouraged to not only used one method of mathematical communication when definining concepts. Moreover, it is recommended that formal mathematics definition be used after students graps the meaning of concepts using everyday day words and images. The abstractness should only follow after the difinitions are understood intuitively and can be represented diagrammatically or with images.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

First Year University Students` Use of Words, Symbols and Images to Convey Mathematical Ideas: A Case of Definitions

Matabane

Machaba

2023

RESSAT

View full text Add to dashboard Cite

show abstract

“…Encouraging students to explain and justify their responses to mathematics problems may help students with disabilities monitor and reflect on their problem-solving process (Woodward et al, 2012). Research suggests that mathematics writing, which is defined as any writing (handwritten or typed words) related to learning mathematics content (Powell, Hebert, Cohen, Casa, & Firmender, 2017), allows students to explain their mathematical thinking and has a positive effect on students’ content knowledge (Porter & Masingila, 2000).…”

Section: Explicit Strategy Instruction and Mathematical Writingmentioning

confidence: 99%

Teaching Rate of Change and Problem Solving to High School Students With High Incidence Disabilities at Tier 3

Bundock

Hawken

Kiuhara

et al. 2019

Learning Disability Quarterly

View full text Add to dashboard Cite

Implementing an integrated sequence of concrete-representational-abstract depictions of mathematics concepts (CRA-I) can improve the mathematics achievement of students with disabilities, and explicit instructional strategies involving problem-solving heuristics and student verbalizations can help facilitate students’ conceptual understanding of mathematics. Combining CRA-I and explicit instructional strategies may increase students’ conceptual understanding and ability to express mathematical reasoning through writing. This study included three ninth-grade students with disabilities, and employed a multiple-probe design across-participants to investigate a functional relation between an explicit instructional strategy within a CRA-I framework and high school students’ with disabilities proficiency in solving rate of change problems. Results showed that all three students improved their mathematics scores (combined Tau-U effect size = 0.77, p < .001) and maintained improvements during a 1- to 7-week post-instruction phase. Implications for research and practice related to mathematics instruction and intervention specifically for students with learning disabilities are discussed.

show abstract

“…Agar siswa memperoleh pemahaman mendalam diperlukan pemahaman konseptual dan prosedural. Pemahaman konseptual merupakan bagian dari jaringan yang terdiri masing-masing potongan informasi dan hubungan antara potongan informasi (Masingila, 2009). Dengan pemahaman konseptual diperlukan sebagai dasar menghubungkan antara potonganpotongan informasi.…”

unclassified

Proses Berpikir Siswa dalam Menyelesaikan Soal Higher Order Thinking Skills Berdasarkan Pemahaman Konseptual dan Prosedural

Astuti

Qohar

Hidayanto

2019

Jur.Pend.Teo.Pen.Peng.

View full text Add to dashboard Cite

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study aims to describe the thinking process of students in solving <em>Higher Order Thinking Skills</em> problems based on conceptual and procedural understanding. This type of research is descriptive research. The subject of this study was the eighth-grade students of Ma’arif 3 Islamic Middle School Malang. The results of the study were obtained (1) Based on the conceptual understanding of the subject did not meet the indicators presenting concepts in various forms of mathematics, but fulfilling the indicators rewrite the concepts that had been studied and could apply the concepts algorithmically. (2) Based on procedural understanding the subject meets the indicators of choosing the right procedure in solving the problem, but it is not appropriate to know when and how to use the procedure and apply the procedure chosen to solve the problem.<strong></strong></p><p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mendeskripsikan proses berpikir siswa dalam menyelesaikan soal <em>Higher Order Thinking Skills</em> berdasarkan pemahaman konseptual dan prosedural. Jenis penelitian ini adalah penelitian deskriptif. Subjek penelitian ini adalah siswa kelas VIII SMP Islam Ma’arif 3 Malang. Hasil penelitian diperoleh (1) berdasarkan pemahaman konseptual subjek belum memenuhi indikator mempresentasikan konsep dalam berbagai bentuk matematika, tetapi memenuhi indikator menuliskan kembali konsep yang telah dipelajari dan dapat menerapkan konsep secara algoritma; (2) berdasarkan pemahaman prosedural subjek memenuhi indikator memilih prosedur yang tepat dalam menyelesaikan masalah, namun kurang tepat dalam mengetahui kapan dan bagaimana menggunakan prosedur tersebut dan mengaplikasikan prosedur yang dipilih untuk memecahkan masalah.</p></td></tr></tbody></table></div>

show abstract

Untitled

Cited by 56 publications

References 13 publications

First Year University Students` Use of Words, Symbols and Images to Convey Mathematical Ideas: A Case of Definitions

First Year University Students` Use of Words, Symbols and Images to Convey Mathematical Ideas: A Case of Definitions

Teaching Rate of Change and Problem Solving to High School Students With High Incidence Disabilities at Tier 3

Proses Berpikir Siswa dalam Menyelesaikan Soal Higher Order Thinking Skills Berdasarkan Pemahaman Konseptual dan Prosedural

Contact Info

Product

Resources

About