The potential of recreational mathematics to support the development of mathematical learning

Rowlett, Peter; Smith, E. J.; Corner, Alexander S.; O'Sullivan, David; Waldock, Jeff

doi:10.1080/0020739x.2019.1657596

Cited by 10 publications

(7 citation statements)

References 17 publications

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“…However, recreational mathematical items were low in frequency in comparison with those in other countries, such as Russia, a traditional mathematics power, where many interesting items are couched in the setting of a game rich in recreational mathematics [82] (p. 249), which is quite different from Chinese test items. Some studies have shown that recreational mathematics can promote students' mathematical skills, learning achievement, and learning motivation [83,84]. In the future, test designers in China could try to design more test items with interesting contexts.…”

Section: Discussionmentioning

confidence: 99%

The Mathematical Culture in Test Items of National College Entrance Examination in China from 1978 to 2021

Lei

Kong

et al. 2022

Mathematics

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As one of the most important examinations in China, the National College Entrance Examination (commonly known as the Gaokao, hereafter denoted Gaokao) has a long history and has attracted attention from the Chinese educational community, among others. This study focused on mathematics test items of the Gaokao from the perspective of mathematical culture and examined the national papers (drafted by the Ministry of Education of the People’s Republic of China) of tests from 1978 to 2021 in order to investigate the content and time variation characteristics of mathematics test items reflecting mathematical culture since its restoration. A mathematical culture categorization conceptual framework was established based on previous studies and was applied to test item analysis. Mathematical culture in test items was classified using four categories: Historical Topics, Interdisciplinary Connections, Social Roles, and Aesthetics & Recreation. These were used for data coding and analysis. The results showed that mathematical culture in the mathematics test items of the Gaokao over a 44-year period, in terms of content categories, was diverse but uneven in distribution, with greater focus on demonstrating the social roles of mathematics and less on the historical development of mathematical knowledge. Moreover, the average number of items with mathematical culture during this period was small and fluctuated over time. The content of topics related to social context and technology also changed over time with the distinct characteristics of the times and changes in society. This study provides empirical evidence on how mathematical culture is integrated into test items and how they have changed over time.

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Section: Discussionmentioning

confidence: 99%

The Mathematical Culture in Test Items of National College Entrance Examination in China from 1978 to 2021

Lei

Kong

et al. 2022

Mathematics

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“…Mathematical thinking skills and styles are both involved in writing proofs of mathematical statements. The article written by Rowlett et al (2019) is related to the need for thinking or mathematical skills in learning that can be used effectively to motivate student engagement by developing an understanding of mathematical ideas or concepts. The article written based on the results of a study by Huang & Lin (2013) shows that the holistic and analytical thinking styles presented in teaching materials and teaching activities can have an impact on students' understanding of mathematical concepts.…”

Section: Title Abbreviation Author (S) and Year Sourcementioning

confidence: 99%

“…Finally, referring to articles discussing mathematical thinking styles (study from : Haavold, 2021;Huang & Lin, 2013;Rowlett et al, 2019;Schütte et al, 2021;Spangenberg, 2012), can contribute to a wealth of literature for the subsequent studies, and it is very clear that the differences in students' thinking styles become a major challenge to the teacher's pedagogical practice in teaching mathematics. Likewise, findings that discuss mathematical thinking styles in science learning (for example, studies by O 'Boyle, 2008;Utami et al, 2021;Vasileva-Stojanovska et al, 2014), their findings imply that instructional techniques should be developed by utilizing tendency of mathematics learning style which can be a reference for science learning.…”

Section: Constructionist Co-designmentioning

confidence: 99%

Mathematical Thinking Styles and Its Implications in Science Learning: A Bibliometric Analysis

Evendi¹

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Mathematical thinking style is an aspect that needs to be studied, especially its implications for the practice of science pedagogy in the classroom, considering the role of mathematics in science learning is very important. Studies related to this theme are seen as very interesting and also very relevant to support future teaching and research practices. The purpose of this study is to conduct a bibliometric analysis of mathematical thinking styles and their implications in science learning. Specifically, this bibliometric study aims to describe and examine literature in areas that are coherent with the concept of mathematical thinking style, and coherence between mathematical thinking style and science learning. The SCOPUS database is used as a source of document information. Screening and document analysis were carried out according to the keywords inserted in the 'search document' menu. With several modes of screening documents in areas that are coherent with the concept of mathematical thinking style and its implications in science learning, a number of documents were found that examine the subject area. The specific screening steps and document findings are discussed further in this article. Basically, specific articles that are coherent with the theme of bibliometric analysis 'mathematical thinking styles and their implications in learning science' describe the importance of studies related to students' mathematical thinking styles. Differences in students' thinking styles become a big challenge for teachers' pedagogical practices in teaching mathematics and science. This is an important implication in this study, and teachers must find the best way to conduct mathematics and science learning in the light of the different mathematical thinking styles of students. Finally, this study can be a reference in future studies that will explore themes related to mathematical thinking styles

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“…Murtaqi;; Soeviatulfitri & Kashardi, (2020) in their research also argue that there is an effect of applying the Osborn learning model on improving students' mathematical critical and creative thinking skills. Meanwhile, according to (Rowlett et al, 2019), there is an effect on students' mathematical problem-solving ability by applying the learning model with the Osborn method with mnemoic techniques through the theory of constructivism. The Osborn learning model is effectively used in mathematics learning to improve student learning outcomes (Lanya & Aini, 2019;Murtaqi;.…”

Section: Introductionmentioning

confidence: 99%

Development of Osborn Learning Model Based on Critical Creative and Character on Santri Pancasila Profile

Lanya,

Nuritasari,

Zayyadi

et al. 2024

Bri

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This study aims to develop a 3C-based Osborn learning model to improve critical thinking skills, creativity, and character in students in a boarding school environment. The method used in this research is development research using the stages; 1) problem identification, 2) prototype and 3) assessment. The subjects in this study were MTs Az-Zubair students, especially class VII students. Problem identification is carried out by conducting learning observations conducted by teacher who teaches math subjects. Learning tools in the form of lesson plans (LIP), observation sheets, questionnaire sheets and formative test questions are developed to improve the 3C competence of students. The resulting device can be said to be good if it meets the criteria of valid, practical, and effective. The validity of the device can be tested by expert assessment, the practicality of the product can be tested by applying the model in learning and the effectiveness of the product can be tested by using the students' learning outcomes in answering formative questions. Based on the results of the study, it can be concluded that the device developed is valid, practical, and effective and can improve the critical thinking skills, creativity, and character of students. Abstrak: Penelitian ini bertujuan untuk mengembangkan model pembelajaran Osborn berbasis 3C untuk meningkatkan kemampuan berpikir kritis, kreativitas, dan karakter peserta didik di lingkungan pesantren. Metode yang digunakan dalam penelitian ini adalah penelitian pengembangan dengan menggunakan tahapan; 1) identifikasi masalah, 2) prototipe dan 3) penilaian. Subyek dalam penelitian ini adalah siswa MTs Az-Zubair khususnya siswa kelas VII.Identifikasi masalah dilakukan dengan melakukan observasi pembelajaran yang dilakukan oleh guru yang mengajar mata pelajaran matematika. Perangkat pembelajaran berupa RPP, lembar observasi, lembar angket dan soal tes formatif dikembangkan untuk meningkatkan kompetensi 3C siswa. Perangkat yang dihasilkan dapat dikatakan baik apabila memenuhi kriteria valid, praktis, dan efektif. Validitas perangkat dapat diuji dengan penilaian ahli, kepraktisan produk dapat diuji dengan penerapan model dalam pembelajaran dan efektivitas produk dapat diuji dengan menggunakan hasil belajar siswa dalam menjawab pertanyaan formatif. Berdasarkan hasil penelitian dapat disimpulkan bahwa perangkat yang dikembangkan valid, praktis, dan efektif serta dapat meningkatkan kemampuan berpikir kritis, kreativitas, dan karakter siswa.

show abstract

The potential of recreational mathematics to support the development of mathematical learning

Cited by 10 publications

References 17 publications

The Mathematical Culture in Test Items of National College Entrance Examination in China from 1978 to 2021

The Mathematical Culture in Test Items of National College Entrance Examination in China from 1978 to 2021

Mathematical Thinking Styles and Its Implications in Science Learning: A Bibliometric Analysis

Development of Osborn Learning Model Based on Critical Creative and Character on Santri Pancasila Profile

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