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The Effect of Problem Based Learning Model on Problem Solving Ability and Mathematical Disposition Yulia, Novi Ayu; Hendricks, Winston
Tematik : Jurnal Konten Pendidikan Matematika Vol. 2 No. 1 (2024): TEMATIK: Jurnal Konten Pendidikan Matematika
Publisher : Prodi Tadris Matematika Fakultas Tadris Umum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/tematik.v2i1.1651

This research aims to determine whether there is a significant influence by applying the problem based learning model on the problem solving abilities and mathematical disposition of class XI students at SMA Negeri 1 Kraksaan. This research uses a quasi-experimental type of research with a pretest - posttest control group design. The population in this study was all class XI with a total of 245 students. Sampling used a cluster random sampling technique, and class XI.1 was selected as the experimental class and XI.2 as the control class. Research data was obtained from the results of learning implementation observation sheet instruments, problem solving ability test instruments, and mathematical disposition questionnaire instruments. Then the research data was analyzed using descriptive statistical analysis and inferential statistical analysis. The results of the hypothesis test show that the significant value obtained for problem solving ability is 0.000, so that H0 is rejected and H1 is accepted, which means that there is a significant influence using the problem based learning model on students' problem solving abilities at SMA Negeri 1 Kraksaan. Likewise, the results of the hypothesis test for the student mathematical disposition questionnaire showed a significance value of 0.000, so that H0 was rejected and H1 was accepted, which means that there is a significant influence using the problem based learning model on the mathematical disposition of students at SMA Negeri 1 Kraksaan.

AN INVESTIGATION INTO THE INTERVENTION STRATEGIES IMPLEMENTED BY EDUCATORS IN ENHANCING LEARNERS’ UNDERSTANDING OF NUMBER SENSE Hove, Netsai; Hendricks, Winston; Olawale, Babawande Emmanuel
JOHME: Journal of Holistic Mathematics Education Vol 7, No 2 (2023): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i2.7140

Global and country-specific mathematics performance constitutes a major challenge, both for educators and policymakers. Realisation of the African Union Agenda 2013 hinges significantly upon transformation of education. In this regard, mathematics and science education, specifically, are instruments for scientific and technological development to position Africa on the same level as the global league of continents in the future. It is, therefore, important to develop amongst learners a good understanding of a mathematical concept such as number sense from an early age, given that students who have a good sense of numbers can manipulate figures to simplify calculations and have the confidence to approach problems in a variety of ways. It is for this reason that the present study investigates the intervention strategies implemented by educators in enhancing learners’ understanding of number sense in the Ekurhuleni North District schools, Gauteng Province, South Africa. The study used a case study design and a qualitative research approach, both of which were supported by an interpretivist paradigm. The study made use of a semi-structured interview to gather data from mathematics teachers, learners, and a principal in the selected school. Research findings revealed that although mental computation, use of concrete props, use of the number line, and a counting strategy are some of the various strategies employed to enhance learners’ understanding of number sense, teachers need to develop a sound understanding of number sense and be flexible in their approaches in order to assist learners. Based on the findings, it was recommended that curriculum designers and teachers concentrate on teaching methods to help students develop learners’ number sense, as this can lead to potential mathematics success.

Chronicling the experiences and beliefs of mathematics student teachers and their educators on their practices Olawale, Babawande Emmanuel; Hendricks, Winston
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i4.17979

Understanding the experiences of those undergoing teacher education and their educators is central to pedagogical practices. While some studies have found that experiences and beliefs influence instructional decisions, others revealed that practice influences beliefs. Although the complexity of the relationship between conceptions and practice defies the simplicity of cause and effect, much of the contrast in the teachers’ instructional emphasis may be explained by differences in their prevailing views of mathematics. As such, the present study examined the experiences and beliefs of mathematics student teachers and their teacher educators on their practices. The study employed a qualitative research approach and a case study design; data was gathered using document reviews, observations, and interviews. For this study, seventy-five mathematics student teachers and six mathematics teacher educators were purposively sampled from three traditional South African universities. Data collected for this study were analyzed thematically. Research findings revealed that teacher education program positively influences mathematics student teachers’ beliefs of their practices. On the contrary, mathematics teacher educators’ educational background and teaching experiences contribute little to no to their teaching, making their practices authoritative. The study concludes that the emotional, relational, and moral viability of pedagogical methods is dependent on the experiences of those undergoing mathematics teacher preparation programs and their educators. As a result, development programs for mathematics teacher educators are critical, with the goal of upskilling them in how to set up and manage more participatory classrooms

AN INVESTIGATION INTO THE INTERVENTION STRATEGIES IMPLEMENTED BY EDUCATORS IN ENHANCING LEARNERS’ UNDERSTANDING OF NUMBER SENSE Hove, Netsai; Hendricks, Winston; Olawale, Babawande Emmanuel
JOHME: Journal of Holistic Mathematics Education Vol. 7 No. 2 (2023): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i2.7140

Global and country-specific mathematics performance constitutes a major challenge, both for educators and policymakers. Realisation of the African Union Agenda 2013 hinges significantly upon transformation of education. In this regard, mathematics and science education, specifically, are instruments for scientific and technological development to position Africa on the same level as the global league of continents in the future. It is, therefore, important to develop amongst learners a good understanding of a mathematical concept such as number sense from an early age, given that students who have a good sense of numbers can manipulate figures to simplify calculations and have the confidence to approach problems in a variety of ways. It is for this reason that the present study investigates the intervention strategies implemented by educators in enhancing learners’ understanding of number sense in the Ekurhuleni North District schools, Gauteng Province, South Africa. The study used a case study design and a qualitative research approach, both of which were supported by an interpretivist paradigm. The study made use of a semi-structured interview to gather data from mathematics teachers, learners, and a principal in the selected school. Research findings revealed that although mental computation, use of concrete props, use of the number line, and a counting strategy are some of the various strategies employed to enhance learners’ understanding of number sense, teachers need to develop a sound understanding of number sense and be flexible in their approaches in order to assist learners. Based on the findings, it was recommended that curriculum designers and teachers concentrate on teaching methods to help students develop learners’ number sense, as this can lead to potential mathematics success.

Chronicling the experiences and beliefs of mathematics student teachers and their educators on their practices Olawale, Babawande Emmanuel; Hendricks, Winston
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 4 October 2022
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i4.17979

Understanding the experiences of those undergoing teacher education and their educators is central to pedagogical practices. While some studies have found that experiences and beliefs influence instructional decisions, others revealed that practice influences beliefs. Although the complexity of the relationship between conceptions and practice defies the simplicity of cause and effect, much of the contrast in the teachers’ instructional emphasis may be explained by differences in their prevailing views of mathematics. This study examined the experiences and beliefs of mathematics student teachers and their teacher educators on their practices. The study employed a qualitative research approach and a case study design; data was gathered using document reviews, observations, and interviews. For this study, seventy-five mathematics student teachers and six mathematics teacher educators were purposively sampled from three traditional South African universities. Data collected for this study were analyzed thematically. Research findings revealed that teacher education program positively influences mathematics student teachers’ beliefs of their practices. On the contrary, mathematics teacher educators’ educational background and teaching experiences contribute little to no to their teaching, making their practices authoritative. The study concludes that the emotional, relational, and moral viability of pedagogical methods is dependent on the experiences of those undergoing mathematics teacher preparation programs and their educators. As a result, development programs for mathematics teacher educators are critical for upskilling them in how to set up and manage more participatory classrooms.

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