Students Self Regulated Learning in Numerical Methods Course using Computational Mathematics Teaching Materials

Baist, Abdul; Fadillah, Ahmad; Nopitasari, Dian

doi:10.29103/mjml.v2i1.2122

Cited by 4 publications

(5 citation statements)

References 12 publications

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“…The results of the current study represented that the PMSMT could display flexibility, and form and use heuristic strategies based on the context and their geometric thinking. It was observed that they could produce problem solutions by flexibly and using and creating strategies effectively after the instructional sequence, Moreover, it can be stated that they could represent these behaviors and skills by developing their geometric thinking and creating problem solving strategies as encouraged in previous research (A'yun et al, 2021;Baist et al, 2019;Mulyatna et al, 2021). Also, it can be stated that the PMSMT became more successful geometry problem solvers by developing their flexibility.…”

Section: Discussionmentioning

confidence: 81%

“…In other words, in the present study, it was observed that the HLT supported by effective activities performed using GeoGebra encouraged problem solving since the PMSMT could improve their geometrical thinking skills and levels so that they could create new problem-solving strategies. There exist previous research whose findings encourage the development of problem solving skills (Sudarsono et al,, 2021) and geometrical thinking through instructional sequences (A'yunet al,2021;Baist et al, 2019;Hendroanto et al, 2019;Mulyatna et al, 2021;Rizki et al, 2018;Yudianto et al, 2018)With this motivation, it can be stated that the instructional sequence enacted based on the designed HLT could enhance the development of problem solving performance, and flexibility and strategy use. The reason behind this result might be affected by the tasks on GeoGebra.…”

Section: Discussionmentioning

confidence: 92%

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Preservice Middle School Mathematics Teachers’ Development of Flexibility and Strategy Use by Geometric Thinking in Dynamic Geometry Environments

Uygun¹

2022

Participatory Educational Research

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The current study, aimed to examine the development of flexibility and strategy use through instructional sequence encouraging the preservice middle school mathematics teachers’ geometric thinking and problem-solving performance on dynamic geometry environment. Mixed-method research design was used in the study. The study was conducted with 46 preservice middle school mathematics teachers selected by criterion sampling strategy. The data were collected through the tests including open-ended and multiple-choice questions. In the quantitative part of the study, it was attempted to identify whether the tasks affect problem solving skills and geometric thinking. The said individuals participated in six-week instructional sequence designed by the tasks of geometric constructions performed by GeoGebra. For the qualitative part, document analysis technique was used in order to illustrate the ways of this effect in detail and illustrate the development of flexibility and strategy use. It was observed that tasks by DGE improved the preservice middle school mathematics teachers’ scores of problem-solving and geometric thinking. Also, they solved the problems by representing the properties of higher thinking levels than the levels they had before participating in the instructional sequence enacted by GeoGebra. It is believed that this could encourage the improvement of their flexibility and strategy use.

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Section: Discussionmentioning

confidence: 81%

Section: Discussionmentioning

confidence: 92%

Preservice Middle School Mathematics Teachers’ Development of Flexibility and Strategy Use by Geometric Thinking in Dynamic Geometry Environments

Uygun¹

2022

Participatory Educational Research

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“…Sin embargo, con el uso de las herramientas computacionales puede generar un reto aun mayor en el aprendizaje de los métodos numéricos ya que no solo requiere habilidades matemáticas si no un conocimiento en un lenguaje de programación. [12] II. METODOLOGÍA Considerando los principios de la metodología del aprendizaje basado en problemas, se estructuro una propuesta de enseñanza-aprendizaje para el curso de métodos numéricos teniendo objetivos pensados desde el estudiante y el docente.…”

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A methodological proposal for Teaching numerical methods in engineering by using Problem Based Learning (PBL)

Niño¹,

Suárez²,

Rios³

et al. 2022

Proceedings of the 20th LACCEI International Multi-Conference for Engineering, Education and Technology: “Education, Research A

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The numerical methods course has shown throughout its development a high complexity due to its level of abstraction, this has as a consequence where the course becomes more difficult to overcome by students. Traditional teaching-learning methodologies are not effective in this kind of courses, that is why the application of new strategies such as Problem Based Learning (PBL) shows better results, since it has been shown that it has the ability to materialize theoretical concepts in real applications. This article presents this case study where the impact of the methodology is presented both in the learning process and in the training of students with a research profile within the aeronautical engineering program.

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“…This is because mathematics is one of the subjects that need attention from research in the field of education. Other studies, for example (Baist et al, 2019;Mulyatna et al, 2021;A'yun et al, 2021) found that mathematics lessons not only foster critical thinking skills, but also provoke students' ability to be creative through solutions. mathematical problem.…”

Section: Introductionmentioning

confidence: 96%

Analysis of students' thinking level in solving Pythagoras' theorem problems based on Van hiele's theory

et al. 2021

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The aims of this analysis are to explain the level of thinking of grade VIII students at SMP Negeri 1 Talang Ubi in solving Pythagorean Theorem questions based on Van Hiele's theory. The research approach used in this analysis is descriptive qualitative case study research. The subjects of this research were three students of grade VIII of SMP Negeri 1 Talang Ubi, South Sumatera Indonesia. The three students were chosen based on their test answers on the Pythagorean Theorem material, with one being a high-ability student, one being a medium-ability student, and one being a low-ability student. The study's data collection techniques included assessments, interviews, and documentation. Techniques for data processing include data reduction, data presentation, and conclusion. The findings revealed that high-ability students could complete all four stages of Van Hiele's thinking: imagination, interpretation, informal deduction, and deduction. Moderate students achieved three levels of Van Hiele's thinking, including visualization, analysis, and informal deduction, while low-ability students achieved only one level of Van Hiele's thinking, visualization.

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Students Self Regulated Learning in Numerical Methods Course using Computational Mathematics Teaching Materials

Cited by 4 publications

References 12 publications

Preservice Middle School Mathematics Teachers’ Development of Flexibility and Strategy Use by Geometric Thinking in Dynamic Geometry Environments

Preservice Middle School Mathematics Teachers’ Development of Flexibility and Strategy Use by Geometric Thinking in Dynamic Geometry Environments

A methodological proposal for Teaching numerical methods in engineering by using Problem Based Learning (PBL)

Analysis of students' thinking level in solving Pythagoras' theorem problems based on Van hiele's theory

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