Correction to: Mathematical Practices of Eighth Graders about 3D Shapes in an Argumentation, Technology, and Design-Based Classroom Environment

Doğruer, Şule Şahin; Akyüz, Didem

doi:10.1007/s10763-020-10055-z

Cited by 2 publications

(2 citation statements)

References 31 publications

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“…Furthermore, some problematic daily-life examples that can be used to illustrate both prisms and pyramids were detected such as roof and tent. Similarly, Sahin-Dogruer (2018) found that examples of roof and tent cause ambiguity in middle school students' understanding of cylinders and prisms if they are not represented appropriately.…”

Section: Conclusion and Discussionmentioning

confidence: 97%

Early-Years Prospective Teachers' Definitions, Examples and Non-examples of Cylinder and Prism

Ulusoy

2019

IJMTL

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This study investigates early-years prospective teachers' definitions, examples, and non-examples of cylinder and prism. The data were collected from 72 early-years prospective teachers via written tasks and classroom discussions. In written tasks, they were requested to define and then to give different examples and non-examples of cylinder and prism. The results indicated that prospective teachers defined cylinder based on prototypical cylinder with circle bases without mentioning all critical attributes of cylinder. They mostly provided correct examples and non-examples for cylinder. They did not pay attention critical and non-critical attributes of prism. Some prospective teachers drew cone and pyramids as the examples of prism. Their daily-life examples had similarity with the examples presented in textbooks and other curriculum materials. This study revealed that there is relationship between prospective teachers' definitions, daily-life examples, drawings, and non-examples. Possible reasons for these results are discussed and elaborated.

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Section: Conclusion and Discussionmentioning

confidence: 97%

Early-Years Prospective Teachers' Definitions, Examples and Non-examples of Cylinder and Prism

Ulusoy

2019

IJMTL

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“…One of the materials that are difficult for students to understand is geometry. Dogruer and Akyuz [28] said that Students are difficult to understand because mathematics lesson is monotone. Another abstract material is linear program studied at the senior high school level in class XI as compulsory mathematical subjects.…”

Section: Introductionmentioning

confidence: 99%

Development of Interactive Learning Video on Linear Program

Wijaya¹,

Hidayat²,

Zhou³

2020

ujer

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The current condition of the Pandemic requires students to study independently. One of the learning media that can help students solve problems is video-assisted learning. The development of learning video is beneficial to assist teachers in teaching and learning activities. In addition to increasing students' learning interest, learning videos can also help students enter deeper mathematical understanding. The mathematical material is abstract that usually makes students think that mathematics is a difficult lesson. Linear Program at senior high school level is applied mathematics with mathematical models compiled from multiple equations or linear equivalencies to determine the maximum or minimum value. This study aims to develop learning media for linear program mathematics content. This research uses research and development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The sample of the research is one of the high schools in West Java, Indonesia. The validation results of media experts and material experts show learning video is feasible to be implemented to students. The school implementation also established a learning video that using the problem-solving steps is constructive for students to create the mindset and understand the basic concepts in a linear program. This study's results also contribute to the achievement of the objectives of learning mathematics for the better based on the use of video-based learning in improving the mathematical abilities of high school students.

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Correction to: Mathematical Practices of Eighth Graders about 3D Shapes in an Argumentation, Technology, and Design-Based Classroom Environment

Cited by 2 publications

References 31 publications

Early-Years Prospective Teachers' Definitions, Examples and Non-examples of Cylinder and Prism

Early-Years Prospective Teachers' Definitions, Examples and Non-examples of Cylinder and Prism

Development of Interactive Learning Video on Linear Program

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