Why Study Mathematics? Applications of Mathematics in Our Daily Life

Yeo, Joseph B. W.

doi:10.1142/9789814313353_0009

Cited by 5 publications

(3 citation statements)

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“…Dalam konteks penggunaan matematik dalam kehidupan nyata, fakta yang terungkap dari hasil penelitian bahwa peserta didik masih mengalami kesulitan untuk melihat bagaimana aljabar, geometri trigonometri, kalkulus atau materi matematika lainnya dapat membantu mereka dalam menyelesaikan masalah yang terkait dengan aspek kehidupan sehari-hari dan banyak aplikasi dari semuanya itu berada di luar jangkauan peserta didik [2] [3]. Permasalahan guru di lapangan yang juga dialami oleh penulis adalah tentang bagaimana cara terbaik yang dapat ditempuh untuk membantu peserta didik menghadapi kesulitannya ketika belajar matematika, yang harapan akhirnya yaitu menjadikan peserta didik mahir dalam matematika baik secara teori maupun aplikasinya.…”

Section: Pendahuluanunclassified

Kajian Model Pembelajaran: Pendekatan Cognitive Apprenticeship Model Case Based Reasoning Dalam Pembelajaran Matematika

Oktaviyanthi¹

2017

Preprint

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Abstrak. Penalaran adaptif dan pengambilan keputusan merupakan kemampuan yang menjadi bahasan pada perkembangan kognitif dan merupakan dua kemampuan penentu dalam proses pemecahan masalah. Untuk itu membelajarkan kedua kemampuan kognitif tersebut pada peserta didik merupakan tugas guru yang perlu diupayakan sedini dan sebaik mungkin. PENDAHULUANBelajar matematika merupakan proses kompleks yang dalam perkembangannya hingga saat ini para ahli pendidikan matematika melalui kajian dan penelitian terus mencari dan memperbaharui metode-metode yang efektif dan efisien tentang bagaimana membelajarkan matematika tanpa mengabaikan kondisi dan karakteristik peserta didik dan tanpa mengurangi esensi dari matematika itu sendiri. Telah menjadi keumuman bersama bahwa belajar matematika lebih dari sekedar pengetahuan keterampilan dan prosedur. Tujuan dari pembelajaran matematika jauh melampaui pembentukan keterampilan mekanik. Wacana penting mengenai peserta didik dalam pembelajaran matematika yaitu bagaimana mereka menjadi individu yang mahir matematika. Kemahiran matematika tidak hanya bermanfaat dalam proses pencapaian akademik peserta didik di pendidikan formal, melainkan salah satu aspek yang digunakan dalam memecahkan masalah di kehidupan nyata ketika peserta didik berinteraksi dengan lingkungan. Sullivan, P. (2011) menekankan pentingnya memahirkan peserta didik dengan matematika melalui pandangan dasar terhadap pendidikan matematika yaitu (1) functional yang memandang ilmu matematika dapat melengkapi kebutuhan peserta didik di masa depan, dan (2) specialist yang memandang ilmu matematika diperlukan bagi peserta didik yang akan mendalami matematika sebagai studi lanjut atau suatu profesi [1].Namun untuk memahirkan matematika pada peserta didik bukan merupakan hal mudah. Dalam konteks penggunaan matematik dalam kehidupan nyata, fakta yang terungkap dari hasil penelitian bahwa peserta didik masih mengalami kesulitan untuk melihat bagaimana aljabar, geometri trigonometri, kalkulus atau materi matematika lainnya dapat membantu mereka dalam

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Section: Pendahuluanunclassified

Kajian Model Pembelajaran: Pendekatan Cognitive Apprenticeship Model Case Based Reasoning Dalam Pembelajaran Matematika

Oktaviyanthi¹

2017

Preprint

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“…This explains why it is relevant to focus on students' misconceptions -the primary aim of this study. A myriad of misconceptions leads to ideation of perceived multiple meanings, erroneous conceptions and perceptions of a particular concept [7]. This in-turn become a preconception of a higher concept which required the latter concept as prior knowledge, however, [6] argue that not all preconceptions are misconceptions and misconceptions are barriers to conceptual understanding.…”

Section: Introductionmentioning

confidence: 99%

Misconceptions of mathematical concepts vis-à-vis how they pose as barriers to developing students’ conceptual understanding

Abakah,

Brijlall

2024

GJOM

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This paper is a report of a qualitative case study conducted in South Africa that sought to identify students’ misconceptions and how those misconceptions hinder students’ conceptual understanding of mathematical concepts, with a focus on algebraic expressions. The Structure of the Observed Learning Outcomes (SOLO) theory was adopted as the theoretical framework. The media for data collection were: classroom observations, activities, unstructured interviews and standardized tests. Participants were required to explain their solutions to the standardized test via unstructured interviews. This guided the researchers to identify students’ misconceptions and how they hindered their conceptual understanding of mathematical concepts. Content analysis was carried out on participants’ written and oral responses by applying the SOLO theory. From this study, the researchers established that conceptual misunderstandings are the main students’ misconception in algebraic expressions. This misconception serves as barriers to students developing conceptual understanding as it does not invoke students’ rational reasoning.

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“…Experiential learning makes mathematics lessons practical, which can dissuade students from developing phobia for mathematics, which could negatively affect their involvement and performance, not only in mathematics, but in other related subjects and careers in science and technology [1,25]. This is because mathematics serves as the key to the doors of other related subjects since it is part of the fundamental knowledge required for learning other science and commerce subjects [7].…”

Section: Introductionmentioning

confidence: 99%

Using experiential learning in solving 3-dimensional problems in trigonometry

Abakah,

Antwi

2024

GJOM

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In this case study, the efficacy of experiential learning for solving 3-dimensional problems in trigonometry was tested. The study involved two groups of students in grade 12 at a high school in South Africa, the control (n=35) and the experimental (n= 37). The control group was taught via the traditional approach, whilst the experimental group was taught using experiential learning in a collaborative classroom setting. Kolb’s experiential learning theory was applied as the theoretical framework and data was collected through pre- and post-tests. The pre-test and post-test scores for both groups were analysed using the mixed-effects negative binomial model and from the results it was established that experiential learning resulted in significant improvements in participants' performance compared to the traditional method. Therefore, the researchers concluded that experiential learning is an effective instructional approach, thus, recommending this mode of pedagogy for solving 3-dimensional problems in trigonometry.

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Why Study Mathematics? Applications of Mathematics in Our Daily Life

Cited by 5 publications

References 0 publications

Kajian Model Pembelajaran: Pendekatan Cognitive Apprenticeship Model Case Based Reasoning Dalam Pembelajaran Matematika

Kajian Model Pembelajaran: Pendekatan Cognitive Apprenticeship Model Case Based Reasoning Dalam Pembelajaran Matematika

Misconceptions of mathematical concepts vis-à-vis how they pose as barriers to developing students’ conceptual understanding

Using experiential learning in solving 3-dimensional problems in trigonometry

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