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All Journal Al-Jabar : Jurnal Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Atthulab: Islamic Religion Teaching and Learning Journal Journal of Instructional Mathematics At-Tajdid: Jurnal Ilmu Tarbiyah Journal of Advanced Sciences and Mathematics Education Assyfa Learning Journal Delta-Phi Jurnal Pendidikan Matematika Journal of Teaching and Learning Mathematics (JTLM) CEJou
Santiago, Paulo Vitor da Silva
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Religion Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Symmetries of the equilateral triangle mediated by geogebra: a proposal for training rural mathematics teachers Santiago, Paulo Vitor da Silva; Alves, Francisco Régis Vieira; Santos, Maria José Costa dos
Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.562

Abstract

Background: The equilateral triangle is a fundamental object in geometry, notable for its symmetrical properties, which are best understood through dynamic visualization. Traditional methods often fall short in making these concepts accessible, especially in rural educational contexts with limited resources.Aims: This study aimed to explore the effectiveness of GeoGebra software as a mediating tool to enhance rural mathematics teacher training, particularly in understanding the symmetries of equilateral triangles.Methods: Employing a qualitative and descriptive methodology, the research collected data through classroom observations, analysis of participants’ digital constructions using GeoGebra, and reflective interviews. These methods were chosen to capture how pre-service teachers engage with geometric concepts via dynamic tools.Results: The results demonstrated that GeoGebra significantly improves the visualization of geometric transformations such as rotations and reflections. Participants reported increased comprehension and engagement due to the interactive nature of the software. The teaching approach also encouraged deeper geometric reasoning and fostered the ability to connect abstract group theory with concrete visual representations.Conclusion: The use of GeoGebra in rural teacher training is not only feasible but transformative. As a free, accessible platform, it bridges gaps caused by resource limitations and aligns well with local educational realities. The software empowers future educators to adopt student-centered approaches that make geometry both meaningful and contextually relevant. This proposal supports the integration of digital tools in teacher education and provides a replicable model for similar contexts globally. Future research should investigate broader applications of GeoGebra across other geometric topics and assess its long-term impact on classroom practice in rural environments.
Math for olympiad: a didactic proposal for high school from the perspective of the international mathematical olympiad Santiago, Paulo Vitor da Silva; Alves, Francisco Régis Vieira
Journal of Advanced Sciences and Mathematics Education Vol 2, No 2 (2022): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v2i2.135

Abstract

The concept of the International Mathematics Olympiad (IMO) in learning mathematics in the classroom is something that can inspire students by structuring didactic proposals. This study aims to present a didactic proposal from the perspective of the International Mathematics Olympiad , using digital technology, particularly the GeoGebra software to be included in the mathematics Olympiad discipline. For theoretical studies, the analysis of the mathematical elements of the structured images in the GeoGebra software and the identification of their properties is included, through the structuring of the Olympic teaching situation, which allows the subject to seek solutions to the posed mathematical problems. olympics and validating the teaching of geometry. This study describes the arrangements made to build Olympic math objects that will be applied by math teachers. The research methodology is based on bibliographic reviews from authors such as Alves, Santiago, Almouloud and Brousseau. It is proven that the GeoGebra software helps in the elaboration of mathematical examples and problem solving situations.
Augmented reality in the teaching of geometric solids for elementary school: Experience report in a public school Santiago, Paulo Vitor da Silva; Zahroh, Umy; Darmayanti, Rani
Journal of Advanced Sciences and Mathematics Education Vol 3, No 2 (2023): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v3i2.285

Abstract

Background: Augmented Reality (AR) integrates virtual objects with the real world on smartphone screens, creating a seemingly seamless blend of both.Aim: This research aimed to explore the use of AR in teaching geometric solids to final-year elementary school students. An interactive tool, RA Solids, was employed, originating from a 2023 research experience in a 6th-grade class.Method: The study was conducted in a public school with students mostly classified as digital immigrants. The Didactic Engineering methodology was utilized for research.Result: The outcomes were positive, showing that the school environment was conducive to implementing the teaching and learning process of geometric solids using digital technology.Conclusion: The use of AR in education, specifically in teaching mathematics, demonstrates promising results in enhancing student engagement and understanding, particularly in the context of geometric solids.
The problem-based learning model with statistics board in improving students' problem-solving abilities Hersanasti, Wulan; Choirudin, Choirudin; Setiawan, Agus; Zoker, Exton Mohamed; Santiago, Paulo Vitor da Silva
At-Tajdid: Jurnal Ilmu Tarbiyah Vol. 13 No. 2 (2024): At-Tajdid: Jurnal Ilmu Tarbiyah
Publisher : Institut Studi Islam Muhammadiyah (ISIMU) Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/tajdid.v13i2.352

Abstract

This research aims to determine the differences in problem-solving abilities between students who receive teaching through a problem-based learning approach supported by teaching aids and students who receive direct teaching in statistics subjects in class VIII. This research method is quantitative, and it applies a repeated experimental research type with a research design (pre-test-post-test control group design). This research was conducted at MTs Ma'arif Roudhotut Tholibin with samples of classes VIII A and VIII B. Data collection instruments were assessment validation sheets, pre-test and post-test sheets and documentation. The data analysis technique used is the Independent samples t-test. This research shows that the average score for students who used the problem-based learning model with statistics board teaching aids was 81.30, and the student's group who used the direct learning model was 59.80. Thus, descriptively, it can be concluded that there is a significant difference between the problem-solving abilities of the students group who use the problem-based learning model with statistics board teaching aids and the students group who use the direct learning model.
Strategy for Teaching Numerical Expressions through the Wordwall Platform for EJA Students Santiago, Paulo Vitor da Silva; Santana, José Rogério; dos Santos, Maria José Costa
Journal of Instructional Mathematics Vol. 4 No. 2 (2023): Enhancing Mathematics Learning through Innovative Pedagogies
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v4i2.1778

Abstract

This work is a pedagogical practice with students of Youth and Adult Education of a public school in Brazil with insertion of the basic operations of mathematics and numerical expressions. The objective of this research was to analyze the contributions of Gamification in meaningful learning based on the Theory of Didactic Situations with the contents of basic operations and numerical expressions with EJA high school students. The methodology at work is the qualitative approach with descriptive-exploratory objectives, applied to twenty-three EJA students, is composed of dynamic parts that occur simultaneously, following the stages of concept, structuring, application, development, resolution and conclusion of each student from the Didactic Contract and Didactic Transposition inserted in the concept of arithmetic and numerical expressions. Results show that gamification plays an important role in teaching mathematics learning inserted in the EJA high school class, which can be demonstrated at the time of the calculations described in the proposed activity. Finally, it is observed that the study carried out with Gamification and the students' discourse had a positive impact on the learning of all students, especially with regard to basic operations and numerical expressions.
Development of Technology-Based Teaching Materials in Islamic Religious Education Subjects Suharsiwi, Suharsiwi; Shofiyah, Siti; Nurmulia, Fatma; Setiyanti, Anis; Rutska, Rutska; Santiago, Paulo Vitor da Silva
Atthulab: Islamic Religion Teaching and Learning Journal Vol. 9 No. 1 (2024): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ath.v9i1.30515

Abstract

The purpose of this study is to describe and analyze the development of teaching materials, and the level of feasibility of using technology-based teaching materials in learning Islamic Religious Education. This research is a type of research and development (Research and Development). By using the four-D (4-D) model developed by Thiagarajan (Define, Design, Develop, and Disseminate). The results of this study, according to media and material experts, show that the teaching materials developed have very feasible criteria with an average score of 4.65, both according to media experts and material experts based on their aspect assessment. Meanwhile, according to students' responses, they have an average score of 4.25 with very decent teaching material assessment criteria. Tujuan dari penelitian ini adalah untuk mendeskripsikan dan menganalisis pengembangan bahan ajar, dan tingkat kelayakan penggunaan bahan ajar berbasis teknologi dalam pembelajaran Pendidikan Agama Islam. Penelitian ini merupakan jenis penelitian dan pengembangan (Research and Development). Dengan menggunakan model four-D (4-D) yang dikembangkan oleh Thiagarajan (Define, Design, Develop, and Disseminate). Hasil penelitian ini, menurut ahli media dan ahli materi, menunjukkan bahwa bahan ajar yang dikembangkan memiliki kriteria sangat layak dengan skor rata-rata 4,65, baik menurut ahli media maupun ahli materi berdasarkan aspek penilaian mereka. Sementara itu, menurut respon siswa, bahan ajar tersebut memiliki skor rata-rata 4,25 dengan kriteria penilaian bahan ajar yang sangat layak.
Co-Authors Agus Setiawan Alves, Francisco Regis Vieira Anwar, Muhammad Saidun Ariansyah, Fitroh B, Baiduri Besse Darmawati Cahyadi, Muhammad Rizki Choirudin, Choirudin Dhakal, Amrit DHITA PARANITA NINGTYAS, DHITA PARANITA dos Santos, Maria José Costa Dyas Andry Prasetyo Harrahap, Dakkal Hersanasti, Wulan Hidayatullah, Syawal Hari Luthfi, Dina Afifah Mas’odi Mas’odi Mekar Sari, Dewi Mohammad Hasan Basri Nurmulia, Fatma Rahmad Sugianto Rani Darmayanti Roudhotul Jannah, Siti Rutska, Rutska Santana, José Rogério Santos, Maria José Costa dos Setiyanti, Anis Siti Shofiyah Suharsiwi, Suharsiwi Umy Zahroh, Umy WELDANI, FERI Zoker, Exton Mohamed