Student’s social interaction in mathematics learning

Apriliyanto, Broto; Saputro, Dewi Retno Sari; Riyadi, Riyadi

doi:10.1088/1742-6596/983/1/012130

Cited by 12 publications

(13 citation statements)

References 5 publications

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“…Padahal, interaksi sejawat dalam pembelajaran sangat dipengaruhi oleh bagaimana guru mengkondisikan kelas untuk memunculkan interaksi tersebut (Chapman, 2004). Akibatnya, interaksi jadi rendah karena tidak mendapat perhatian yang cukup (Apriliyanto et al, 2018). Kondisi ini juga merupakan keluhan yang sering disampaikan pendidik terkait dengan mengelola kelas, terutama kelas besar, agar dapat memfasilitasi seluruh aktivitas peserta didik (Fortes & Tchantchane, 2010;Haggarty & Postlethwaite, 2002).…”

Section: Pembahasanunclassified

Pembelajaran Matematika dengan Media Obrolan Kelompok Multi-Arah sebagai Alternatif Kelas Jarak Jauh

Apsari

Sripatmi

Sariyasa

et al. 2020

jel

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The sudden change caused by the global pandemics of COVID-19 leads to the classroom transformation from classical face-to-face meetings into virtual. The development of technology enables classroom variation by providing various applications that can be employed to facilitate learning activities. Nonetheless, not all situations suitable to use advanced technology during distance learning. Some students are living in remote areas with limited internet connection. This study aims to offer an alternative if most of the students were having difficulties with the internet and minimum devices to download heavy applications. The alternative is by using a chat group with an emphasis on the students’ interaction during the lesson. This descriptive study was conducted at a university in Mataram, Indonesia. The subject was 17 students in the Mathematics Education Study Program who follow the course of Abstract Algebra. The data were gathered from students’ observation during the lessons and students’ written work in the middle semester test. The data were analyzed by using descriptive qualitative method. From the analysis, it was found that the students’ activity during distance learning was 83.5%. Furthermore, 88.23% of students achieved the minimum score for the middle semester test (more than 56). The study showed that mathematics teaching and learning could be done with a secure and straightforward access application to gain good results.

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Section: Pembahasanunclassified

Pembelajaran Matematika dengan Media Obrolan Kelompok Multi-Arah sebagai Alternatif Kelas Jarak Jauh

Apsari

Sripatmi

Sariyasa

et al. 2020

jel

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“…Learning innovation and support can be provided through positive interactions in the learning process. The results of the study said that students' social interactions influenced student achievement in mathematics [13], [14]. With interesting positive interactions, the students who were initially afraid of mathematics gradually became fond of mathematics.…”

Section: Introductionmentioning

confidence: 99%

Teacher-student interaction in mathematics learning

Ayuwanti

Marsigit

Siswoyo

2021

IJERE

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Teacher-students interaction is one of the most important interactions in learning. Teacher-students interaction affects student understanding.However, in practice, there are still many lessons that have not applied teacher-students interaction properly.This study aimed to reveal teacher-student interaction in the mathematics learning process that affects students’ mathematical understanding.This study used a qualitative method with a phenomenological approach.Theresearch subjects were eighth-grade junior high school students. Research data were obtained through observation, interviews, and documentation.Observations were conducted in the eighth grade and interviews were conducted with six students from the class. The students were interviewed to express their opinions concerning learning process interactions. The results of this study showed that teacher-student interaction has affected students’ mathematical understanding consists of: 1) The teacher transfers the material-the students attend to the material; 2) Question-answer amid teacher-students; 3) The teacher makes interesting learning strategies-students are actively involved in learning; 4) Teachers give awards-students receive awards.

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“…Sociocultural researchers (e.g., Mercer, 2010;Mercer and Howe, 2012) have focussed their attention to the effects of teacher-student dialogues on problem-solving, learning, and conceptual change. In the mathematical learning process, interaction between teacher and students can facilitate students' learning (Apriliyanto and Saputro, 2018). For socio-constructivists (e.g., Hardman et al, 2003) learning is a social, active process involving others, and takes the form of a constant interplay between student and teacher that assists the learner in acquiring the necessary skills and knowledge.…”

Section: Introductionmentioning

confidence: 99%

Classroom Talk: The Ubiquity of Feedback

et al. 2019

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Classroom interactions play an important role in the learning and teaching of mathematics, and feedback emanating from these interactions is a powerful tool for enhancing student learning. These exchanges have been widely studied in higher education, but very few investigations have been carried out at the level of elementary students and teachers. This study aimed to contribute to existing knowledge of feedback, and to formulate guidelines to improve teacher feedback in elementary school. The specific objectives were to analyse the focus of feedback (a) by lesson purpose and type of interaction, (b) by type of question and student's answer, and (c) by gender and student achievement. Participants comprised five teachers and their 82 third-grade students attending an elementary school in Portugal. Mathematics lessons were video-recorded and a categorisation system to assess teacher-student interaction was developed, based on a review of the literature and empirical data. The results showed that most of the teacher-student interactions contained feedback, which was usually focused on a specific task, and less frequently on the ways in which tasks were processed. In terms of lesson purpose, teachers' feedback was evaluative, especially when they had initiated the interaction. Feedback became more effective when the initial move was made by the students. The focus of feedback was not related to the type of question asked, but it was associated with the certitude of the students' answers. We also observed an interaction effect between the focus of feedback, gender and achievement, with high-achievement boys receiving advantages. Our results hold important implications for teachers' classroom practices and professional development.

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Student’s social interaction in mathematics learning

Cited by 12 publications

References 5 publications

Pembelajaran Matematika dengan Media Obrolan Kelompok Multi-Arah sebagai Alternatif Kelas Jarak Jauh

Pembelajaran Matematika dengan Media Obrolan Kelompok Multi-Arah sebagai Alternatif Kelas Jarak Jauh

Teacher-student interaction in mathematics learning

Classroom Talk: The Ubiquity of Feedback

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