For example, a conceptions of mathematics questionnaire (Mji & Klass, 2001) found a cohesive-fragmented divide. Crawford and others (1994, 1998a) used a phenomenographic approach to qualitatively investigate student conceptions of mathematics in higher education. Crawford and colleagues found a clear divide between cohesive and fragmented conceptions. They extracted items reflecting cohesive and fragmented conceptions and developed scale measures for these conceptions (Crawford, Gordon, Nicholas & Prosser, 1998b). Mathematics may be categorised as fragmented and cohesive.
Concrete manipulatives allow for learners to understand concepts before creating connections. Concrete manipulatives also encouraged to be used with learners wo have learning disabilities which makes them understand key concepts even better (Deborah 2004:11). As learners progress in mathematics, they also go through the different stages of using concrete manipulatives. Stage 1 is known as the Concrete Stage; Learners use concrete manipulative extensively when participating in mathematics tasks. For example learners use a lot of counters to perform addition and subtraction bonds.
Introduction Mathematics is the science observations, findings, predictions / expectations, and a survey that is part of the pure science. Like, hypothesis and research, measurement, and classification is part of the art of mathematics should be taught in schools. Mathematics is not just so I understand, but necessary in terms of the use of mathematics. Cockcroff Report (1982), stressed that the problem should be translated into terms of mathematics and mathematical language before it is completed. Measures such as these require a translation of the complete misunderstanding of the concept contained in the matter.
My research paradigm and methods The research will be carried out using the qualitative research design that allowed the researcher to obtain a deeper understanding of the research situation. In this case, the researcher studied the participants’ application of mathematical concepts in visual arts. A qualitative research is chosen in order to understand how far mathematical concepts engage in the student affective domain of learning in which the researcher can ask a variety of questions (will not be limited to particular questions). In terms of sampling, around twenty students and two educators will participate in the study. The sample will be selected in a state school, all sc students (form IV and V).
Math problem solving skills can be achieved by applying complex thinking through systematic awareness (Abdullah, et al., 2014). It reveals the importance of innovation in learning mathematics that can provide in-depth knowledge to the students in order to become a competent resource of the 21st century. Based on some opinions about STEM education above, it is offered as an approach approach to STEM learning of mathematics in the 21st
It aids critical and creative thinking as individuals learn to generate and evaluate knowledge, classify concepts and ideas, seek possibilities, considers alternatives and solve problems. It also requires learners to think broadly and deeply using skills, behaviors and dispositions such as reasoning, logic, resourcefulness, imagination and innovation particularly in justifying and looking for alternative ways to approach mathematical problems. It helps individuals to develop skills in initiative taking, decision making, communicating, budgeting, financial managements, and understanding Statistics in everyday contexts. Furthermore, it encouraged individual use mathematical thinking in identifying and resolving issues related to living with diversity. The above views therefore ascertained that Mathematics highly contributes to individuals and to nations’ progress.
Curiosity is a vital component in children’s learning. It is when children are curious, they would start to “recreate or reinvent mathematics as they interact with concrete materials, math symbols, and story problems” (Sperry Smith, 2001, p. 16). To maintain the curiosity level in children, I would give them the autonomy in choosing what they would like to learn and tap on their interests accordingly. Lastly, provide children with a variety of concrete experiences for exploration and allow them to express their ideas in different mediums. The next acronym in my philosophy is ‘A’ and it stands for acknowledge.
Being able to reason mathematically is crucial for student success in higher-level math and science courses, as well as a possible career in the STEM field. If students are able to manipulate one object to resemble another object in elementary school, then they will be able to have a better understanding of geometry because they know how to use spatial reasoning to solve problems. On the other hand, if students struggle with manipulating objects and determining how many small squares fit into a large square, they may not develop the spatial reasoning skills necessary to do geometric problems in higher-level math. Attaining these spatial reasoning skills also provide multiple entry points and access to mathematics as a whole. Students use math skills not only in math classes, but also in other classes such as chemistry, physics, and economics.
With regards to the challenges on how to use technology effectively in the classroom, designing sustainable professional development is a significant aspect of supporting mathematics teachers’ learning. Currently, mathematics professional development is progressively structured around inquiry-based and collaborative experiences. However, gaining a deeper understanding of what specific professional development tools can foster teacher learning is still a future task. Hino & Makino (2015) studied learning process in a mathematics professional development program wherein three teachers collaboratively devise a Mathematics Lesson Framework (MLF). MLF is a conceptual and interpretive model for the teaching-learning process and includes setting objectives
Background to the study Mathematics is an important subject of study that is given much priority in school curricula worldwide. Galileo Galilei (1564-1642) opines that the universe cannot be read until we have learned the language and become familiar with the characters in which it is written. He postulates further that the universe is written in mathematical language, and that the letters are triangles, circles and other geometrical figures, without which means it will be humanly impossible to comprehend a single word. Without these, one is assumed to be wandering about in a dark labyrinth (Marcus, 2010). Mathematics is considered as one of the fundamental subjects of education due to the numerous benefits it provides to human life.