Early Childhood Education

doi:10.5772/intechopen.73467

Cited by 4 publications

(2 citation statements)

References 36 publications

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“…In some literature, MRS consists of several abilities such as finding a relationship pattern, proposing a conjecture, generalizing a statement, convincing, reflecting, proving the truth of an argument, and making connections, abstraction, and specialization (Bjuland, 2007;Breen & O'Shea, 2011;NCTM, 2000). It is important for predicting students' future success in mastering mathematics at a high level (Rich & Brendefur, 2019), and students' future career success (Marchis, 2013).…”

Section: Theoretical Reviewmentioning

confidence: 99%

“…Furthermore, the comparison test of two means, such as t-test or Mann-Whitney, was applied to compare the MRS of male and female students in trigonometry topics (Fay & Proschan, 2010;McElduff et al, 2010;De Winter & Dodou, 2010). The assumption tests such as the data normality and homogeneity tests were checked to establish the comparison test of two means used (de Gois et al, 2020;Gorbunova & Lemeshko, 2012;Rasch, Kubinger, & Moder, 2011). To analyze the result of the MRS, Microsoft Excel and SPSS version 21 software were used as the tools.…”

Section: Proposing a Conjecture No Answermentioning

confidence: 99%

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Male and female students' mathematical reasoning skills in solving trigonometry problems

Suparman

Jupri

Musdi

et al. 2021

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[English]: Several studies have examined mathematical reasoning skills (MRS) of male and female students in various mathematics topics. However, there were still not many studies, which focus on MRS in trigonometry topics in terms of gender perspectives. Therefore, this quantitative study aims to describe and compare the MRS of male and female students in solving trigonometry problems. This study involved secondary school students who were given an MRS test. The test has been validated theoretically and empirically. The results of the test were classified using the rubric of MRS achievement and analyzed using the Mann-Whitney test or t-test. The results revealed that the overall MRS of male and female students was low. The students lacked skills in finding a relationship pattern, proposing a conjecture, and generalizing the statement, but they had moderate skills in verifying the truth of an argument. Furthermore, the male and female students were not significantly different in the aspects of MRS. The findings provide important starting points to enhance students' MRS in the teaching and learning of trigonometry. [Bahasa]: Beberapa studi sudah dilakukan untuk menguji kemampuan penalaran matematis siswa laki-laki dan perempuan di berbagai topik matematika. Namun, studi-studi yang fokus pada kemampuan penalaran matematis di topik trigonometri ditinjau dari perspektif gender masih belum banyak. Penelitian kuantitatif ini bertujuan untuk mendeskripsikan dan membandingkan kemampuan penalaran matematis siswa laki-laki dan perempuan dalam menyelesaikan masalah-masalah trigonometri. Studi ini melibatkan siswa sekolah menengah yang diberi tes kemampuan penalaran matematis. Tes tersebut sudah divalidasi secara teoritis dan empiris. Hasil tes tersebut dikategorikan menggunakan rubrik capaian penalaran matematis dan dianalisis menggunakan uji Mann-Whitney atau uji t. Hasil menunjukkan bahwa secara keseluruhan kemampuan penalaran matematis siswa laki-laki dan perempuan belum tinggi. Siswa tersebut kurang mampu dalam menemukan pola hubungan, mengajukan dugaan, dan mengeneralisasi pernyataan, tetapi mereka memiliki kemampuan yang sedang dalam memverifikasi kebenaran suatu argumen. Selanjutnya, siswa laki-laki dan siswa perempuan tidak berbeda secara signifikan dalam aspek kemampuan penalaran matematis. Temuan ini memberikan titik awal yang penting untuk meningkatkan kemampuan penalaran matematis siswa dalam pembelajaran trigonometri.

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Section: Theoretical Reviewmentioning

confidence: 99%

Section: Proposing a Conjecture No Answermentioning

confidence: 99%

Male and female students' mathematical reasoning skills in solving trigonometry problems

Suparman

Jupri

Musdi

et al. 2021

BetaJTM

View full text Add to dashboard Cite

show abstract

Challenges and supports for educator well-being: perspectives of Australian early childhood educators during the COVID-19 pandemic

Eadie

Murray

Levickis

et al. 2022

Teachers and Teaching

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Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda

Jennifer

Ampeire

Kemeri³

2022

IJER

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This study examined the relationship between headteachers' leadership practices and students' discipline in secondary schools in Bushenyi-Ishaka Municipality, Uganda. Particularly, the study tested the relationship between headteachers' collaborative culture practice and students' discipline, the relationship between headteachers' distributed leadership practice and students' discipline, and the relationship between the headteachers' interpersonal relationships leadership practice and students' discipline. The cross-sectional design was adopted using the quantitative and qualitative approaches. Data were collected on a sample of 310 teachers using a questionnaire survey. The findings revealed that while the collaborative culture and interpersonal relationship had a positive and significant relationship with students' discipline, distributed leadership had a negative and insignificant one. Therefore, it was concluded that the collaborative culture leadership practice is imperative for promoting students' discipline in secondary schools, distributed leadership practice is not an essential practice for promoting students' discipline in secondary schools, and interpersonal relationship leadership practice is vital for the promotion of students' discipline in secondary schools. Therefore, it was recommended that headteachers should promote collaborative culture practice in schools to promote students' discipline, headteachers should not over-emphasise distributed leadership in implementing measures of promoting student discipline, and headteachers should prioritise enhancing interpersonal relationships in secondary schools to promote students' discipline.

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Early Childhood Education

Cited by 4 publications

References 36 publications

Male and female students' mathematical reasoning skills in solving trigonometry problems

Male and female students' mathematical reasoning skills in solving trigonometry problems

Challenges and supports for educator well-being: perspectives of Australian early childhood educators during the COVID-19 pandemic

Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda

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