Investigating the effect of history-of-mathematics activities on middle-grade students’ mental computation and opinions: an action research

Şahin, Ömer; Danaci, Dönsel

doi:10.1080/0020739x.2020.1857859

Cited by 3 publications

(3 citation statements)

References 24 publications

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“…Hands on mathematics can also improve students' problem solving skills (Suriani & Z, 2022), (Putra, 2017). Students' preconceptions can be overcome, and the learning environment can become a place that they enjoy, which can have a good impact on learning (Şahin & Danaci, 2022). Similar thing is said by Coskun Karabulut et al, (2023) that hands-on activities positively affected pre-service teachers' learning and provided an enjoyable learning environment.…”

Section: Developementioning

confidence: 69%

Development of hands on mathematics module based on journal review to promote student involvement in merdeka curriculum

Kusumawati,

Hidayati,

Kurniati

2023

J. Math Educ. Nusant. Wahana Publ. Karya Tulis Ilm. di Bid. Pen

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The massive development of technology in education has led to the implementation of digital-based learning. However, the impact of the pandemic and the implementation of online learning by utilizing digital technology has caused problems in the form of learning loss. The Merdeka Curriculum as an effort to resolve this learning loss has actually created new problems, that is, teachers' difficulties in implementing differentiated, fun, and meaningful student-centered learning. More specifically, this difficulty occurs for math teachers who do not have references to various mathematics activities that support meaningful learning. One alternative solution to solve this problem is to have a special module that contains references to various mathematical activities and games. The purpose of this research is to develop a hands-on mathematics module based on journal studies which becomes a teaching module in the manipulative mathematics media course. The research and development model to be implemented is 4D Thiagarajan which consists of 4 stages, these stages are define, design and develop. The dissemination stage was not carried out in this period due to research limitations. The results showed that the developed module met the validity criteria with a score of 2.71, met the practicality criteria with a score of 87% and met the effectiveness criteria with a score of 91,6. It’s concluded that the hands on mathematics module was feasible to use and met the criteria of valid, practical, and effective. The results of the study are expected to be a recommendation for further development research and for teachers in designing mathematics learning.

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Section: Developementioning

confidence: 69%

Development of hands on mathematics module based on journal review to promote student involvement in merdeka curriculum

Kusumawati,

Hidayati,

Kurniati

2023

J. Math Educ. Nusant. Wahana Publ. Karya Tulis Ilm. di Bid. Pen

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“…The use of the history of mathematics has been accepted by many researchers in mathematics classes (Baki & Gursoy, 2018). Sahin and Danaci (2020) found out that incorporating the use of the history of mathematics into the curriculum improves students' mathematical skills, which also enhances their mathematical performance. By developing mathematics stories during teaching, students develop interest, and it supports students' questions.…”

Section: History Of Mathematics and Students' Interest In Mathematicsmentioning

confidence: 99%

Modeling student’s interest in mathematics: Role of history of mathematics, peer-assisted learning, and student’s perception

Arthur¹,

Appiah

Amo-Asante³

et al. 2022

EURASIA J Math Sci Tech Ed

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The research was to ascertain the mediating effect of students' perception in the relationship between the history of mathematics, peer-assisted learning, and students' interest in mathematics. The study was based on 394 students from four selected secondary schools in the Ashanti region of Ghana. The study was a survey, adopting a structured questionnaire as the research instrument. Structural equation modelling was estimated using Amos (v.23) software, to test the hypothesized paths. History of mathematics had no direct effect on students' perception towards mathematics, thereby, students' perception acted as a full mediating variable. Peer-assisted learning had a direct effect on students' perception towards mathematics, thereby, students' perception acted as a partial mediating variable. It is recommended to the Ghana Education Service and the Ministry of Education to inculcate the use of history mathematics, as part of the courses in training mathematics teachers.

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“…Mathematics is designed to explain daily life experiences, based on the provision of solutions to social, cultural, and natural ecosystem problems (Abdullahi et al, 2021;Jawad, 2022;Laurens et al, 2018;Oğul & Arnas, 2022;Şahin & Danaci, 2020). Meanwhile, ethnomathematics presents the relationship between cultural heritage and mathematics, due to significantly contributing to several knowledgeable contexts in the cultural societies connected to the mathematics (Alangui, 2017; D'Ambrosio, 2018; Rosa & Orey, 2021; Sunzuma & Maharaj, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Geometrical Patterns and Philosophical Value of Javanese Traditional Mosque Architecture for Mathematics Learning in Primary School: An Ethnomathematic Study

Zuliana,

Dwiningrum,

Wijaya

et al. 2023

JECS

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Aim. This study is an ethnomathematical study that aims to describe and interpret the philosophical value and geometrical patterns of the famous architecture and ornament of the Indonesian traditional Mosque. Methods. This report subsequently used an ethnographic method, with data being obtained through observation, documentation, and Focus Group Discussion (FGD). Furthermore, the study subjects were a cultural practitioner and a group of educators, containing five primary school teachers in Central Java, Indonesia. Interviews, observation, and documentation were conducted during the research. The data was analysed qualitatively. Results. First, from the data analysis, it was found that there are several philosophical values contained in the architecture and ornaments of a Javanese traditional mosque such as the relationship that must always exist between humans and God and fellow human beings, Islam, iman (faith), Ihsan (kindness), openness, honesty, obedience, and humility. The second indicates the relationship between the Javanese architecture and ornament of the Indonesian traditional Mosque and the geometrical patterns (the cuboid, and cylinder), symmetrical patterns, and geometry transformation (rotation) used as the source of learning and starting point to the mathematical learning process. Conclusions. These results were specifically useful to primary school teachers when teaching geometry. Through culture as a context or starting point, the new mathematical learning resource was also used for geometric learning. In addition, the philosophical significance of these artifacts fostered an interest in the indigenous culture and good character values.

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Investigating the effect of history-of-mathematics activities on middle-grade students’ mental computation and opinions: an action research

Cited by 3 publications

References 24 publications

Development of hands on mathematics module based on journal review to promote student involvement in merdeka curriculum

Development of hands on mathematics module based on journal review to promote student involvement in merdeka curriculum

Modeling student’s interest in mathematics: Role of history of mathematics, peer-assisted learning, and student’s perception

The Geometrical Patterns and Philosophical Value of Javanese Traditional Mosque Architecture for Mathematics Learning in Primary School: An Ethnomathematic Study

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