Zobrazeno 1 - 10
of 3 720
pro vyhledávání: '"everyday mathematics"'
Publikováno v:
Jurnal Lebesgue, Vol 4, Iss 2, Pp 798-812 (2023)
This study aims to determine the effect of the Everyday Mathematics (EM) Learning Model on Students' Critical and Creative Thinking Ability. This type of research uses the Quasi Experiment method. Data collection is done through tests. Data analysis
Externí odkaz:
https://doaj.org/article/c9c0afeef2774fbb8d40fd050323911f
Publikováno v:
Jurnal Lebesgue, Vol 4, Iss 2, Pp 858-871 (2023)
This study aims to determine the Effectiveness of the Treffinger Learning Model in Improving the Ability to Understand Mathematical Concepts and Critical Thinking Skills of SMA Negeri 2 Bengkulu City Students in the even semester of the 2022/2023 aca
Externí odkaz:
https://doaj.org/article/9c86853c84454521be1e15bba3639bf8
Publikováno v:
Jupitek, Vol 3, Iss 1, Pp 13-22 (2020)
This article explains the results of research on the influence of everyday mathematics learning models on critical thinking skills of Class XI students of SMA Negeri 4 Seluma in the 2019/2020 Academic Year. This type of research is experimental resea
Externí odkaz:
https://doaj.org/article/daf726bb464448cf9419c1349bcda99f
Publikováno v:
Zeitschrift für Weiterbildungsforschung - Report, Vol 42, Iss 3, Pp 379-395 (2019)
Abstract So far, numeracy as part of basic education has only been considered peripherally in the German-speaking countries, regarding the scientific as well as the practical approaches of adult education. In this article, theoretical and conceptual
Externí odkaz:
https://doaj.org/article/a8da316b75114ba8acbe0ac4aca1d6b6
Autor:
Rosemary D. Richards, Lisa Terreni
Publikováno v:
Curriculum Matters. 18:88-106
The New Zealand early childhood curriculum, Te Whāriki, encourages teachers to intentionally implement learning experiences so children learn about and through the visual arts. Acknowledging the tensions between intentional teaching and play-based l
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a2464a0c9da64a648eb3532bdb454b0f
https://doi.org/10.18296/cm.0061
https://doi.org/10.18296/cm.0061
Publikováno v:
Schou, M H & Bikner-Ahsbahs, A 2022, ' Unpacking hidden views : seven ways to treat your formula ', Educational Studies in Mathematics, vol. 109, no. 3, pp. 639-659 . https://doi.org/10.1007/s10649-021-10092-7
Formulas are involved in most parts of the mathematical curriculum in upper secondary education and in everyday mathematics classrooms, but research shows that students have difficulties using formulas adequately. When students are presented with a t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::da6378cd3b803ff020606204268604ad
https://doi.org/10.1007/s10649-021-10092-7
https://doi.org/10.1007/s10649-021-10092-7
Publikováno v:
ZDM – Mathematics Education. 54:179-192
Divergent thinking (DT), which involves finding new possibilities and seeing the familiar from a new perspective, has been stressed in mathematical creativity education. However, convergent thinking (CT), which involves searching for a correct single
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f3b04d88815bf6a6592df946526c15e
https://doi.org/10.1007/s11858-021-01307-5
https://doi.org/10.1007/s11858-021-01307-5
Publikováno v:
lnternational Electronic Journal of Elementary Education. 13:511-521
Developing textbooks of optimal quality is crucial for enriching the students’ learning and understanding. This study examined fraction addition and subtraction problems in the U.S. and South Korean mathematics textbooks according to the types of d
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::14f4633210438278cbec07087a8cff04
https://doi.org/10.26822/iejee.2021.208
https://doi.org/10.26822/iejee.2021.208
Autor:
Gorkin, Pamela1 pgorkin@bucknell.edu
Publikováno v:
Mathematical Intelligencer. Sep2013, Vol. 35 Issue 3, p80-80. 1p.
Autor:
Marc Schäfer, Xenia-Rosemarie Reit
Publikováno v:
Journal on Mathematics Education, Vol 11, Iss 3, Pp 501-512 (2020)
It remains a challenge for teachers to integrate modeling tasks in everyday mathematics classes. Many studies have been conducted that show the difficulties faced by teachers. One of the challenging aspects in this regard is that of assessment. In th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::228e208122a5e481c98653b549017cf1
https://doi.org/10.22342/jme.11.3.11345.501-512
https://doi.org/10.22342/jme.11.3.11345.501-512