The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry
Leena Ngonyofi Kanandjebo & Elizabeth Ndeukumwa Ngololo
pp. 735-747 | Article Number: iejme.2017.043
Learners at Grade 12 level persistently show a weak conceptual understanding of geometric concepts (DNEA, 2011, 2012, 2014). The study was guided by Bruner’s (1960) Constructivist Theory, using Understanding by Design teaching approach to explain Geometrical concepts. The study was qualitative, using non-equivalent pre-test and post-test quasi-experimental design. Cluster random sampling was used to select a sample of 176 Grade 12 learners from two purposively selected secondary schools. The findings revealed that at 95% confidence level
Keywords: ICT-driven pedagogy, Geometry, performance, Geometer’s Sketchpad (GSP), Understanding by Design (UbD)
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On the Teaching and Learning of Fractions through a Conceptual Generalization Approach
Bojan Lazić, Sergei Abramovich, Mirela Mrđa & Daniel A. Romano
pp. 749-767 | Article Number: iejme.2017.044
This paper deals with precursory (propaedeutic) learning of the concept of number in the elementary mathematical education. The authors’ objective is to suggest a method allowing for the increase of the effectiveness of interactive expansion of the concept of number by using a grade-appropriate learning framework for elementary mathematical education content. A theoretical background for the creation of this method is based on the description of various characteristics of precursory learning and interactive teaching of mathematics as well and the flexible differentiation approach. The paper especially emphasizes the possibilities of propaedeutic understanding of the concept of fraction and examine the effects of such approach in terms of student achievement in elementary mathematics education, on the basis of a methodological approach. Results obtained during the experimental research suggest that under the influence of the methodological approach of introducing fractions through propaedeutic learning, students achieve significantly better results in learning compared to students who have not used this method.
Keywords: Fractions ∙ Propaedeutic learning ∙ Methodological approach ∙ Flexible differentiation ∙ Empirical evaluation
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Development of Mathematics Achievement Test for Third Grade Students at Elementary School in Indonesia
Viktor Pandra, Sugiman, Djemari Mardapi
pp. 769-776 | Article Number: iejme.2017.045
The aims of this research are: (1) to measure the difficulty level of grain test of mathematics achievement of third grade student at elementary school, (2) to know the differences of mathematics achievement test for third grade student of elementary school, (3) instrument reliability test of mathematics learning achievement of third grade students of elementary school. The research method used is research development, the data analysis to know the information about grains of mathematics test instrument using ITEMAN program. The results show: (1) the test which developed has difficulty level in the range 0,30 ≤ p ≤ 0,70 with accepted category, (2), the test which developed has differences level in range 0,30 ≤ B ≤ 0,39 and 0,40 ≤ B ≤ 1,00 with accepted category and satisfy, and (3) the test which developed has reliability coefficient of 0,783, show that mathematics test instrument give measuring result that stabile and consistent.
Keywords: Development Test, Mathematics Achievement Test, Elementary School Mathematics
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