Improving Algebraic Thinking Skill, Beliefs And Attitude For Mathematics Throught Learning Cycle Based On Beliefs

Toheri, Toheri and winarso, widodo (2017): Improving Algebraic Thinking Skill, Beliefs And Attitude For Mathematics Throught Learning Cycle Based On Beliefs. Forthcoming in:

Abstract

In the recent years, problem-solving become a central topic that discussed by educators or researchers in mathematics education. it’s not only as the ability or as a method of teaching. but also, it is a little in reviewing about the components of the support to succeed in problem-solving, such as student's belief and attitude towards mathematics, algebraic thinking skills, resources and teaching materials. In this paper, examines the algebraic thinking skills as a foundation for problem-solving, and learning cycle as a breath of continuous learning. In this paper, learning cycle to be used is a modified type of 5E based on beliefs.

• Item Type: MPRA Paper
• Language: English
• Keywords: Algebraic thinking, Belief and attitudes, Learning Cycle, 5E
• Subjects: C - Mathematical and Quantitative Methods > C0 - General; C - Mathematical and Quantitative Methods > C6 - Mathematical Methods ; Programming Models ; Mathematical and Simulation Modeling > C60 - General; I - Health, Education, and Welfare > I2 - Education and Research Institutions; I - Health, Education, and Welfare > I2 - Education and Research Institutions > I21 - Analysis of Education; I - Health, Education, and Welfare > I2 - Education and Research Institutions > I23 - Higher Education ; Research Institutions; I - Health, Education, and Welfare > I2 - Education and Research Institutions > I26 - Returns to Education; Z - Other Special Topics > Z0 - General

References

Akinsola, M. K., & Olowojaiye, F. B. (2008). Teacher instructional methods and student attitudes towards mathematics. International Electronic Journal of Mathematics Education, 3(1), 60-73.

Allport, G. W., & Cantril, H. (1935). The psychology of radio. New York.

Asquith, P., Stephens, A. C., Grandau, L., Knuth, E. J., & Alibali, M. W. (2005). Investigating middle-school teachers’ perceptions of algebraic thinking. AERA, Montreal, CA.

Asquith, P., Stephens, A. C., Knuth, E. J., & Alibali, M. W. (2007). Middle school mathematics teachers' knowledge of students' understanding of core algebraic concepts: Equal sign and variable. Mathematical Thinking and Learning, 9(3), 249-272.

Atkin, J. M., & Karplus, R. (1962). Discovery or invention?. The Science Teacher, 29(5), 45-51.

Beswick, K. (2006). The importance of mathematics teachers' beliefs. Australian Mathematics Teacher, The, 62(4), 17.

Blanton, M. L., & Kaput, J. J. (2003). Developing elementary teachers':" Algebra eyes and ears". Teaching Children Mathematics, 10(2), 70-78.

Burns, E. (2004). The Special Education Consultant Teacher: Enabling Children with Disabilities to be Educated with Nondisabled Children to the Maximun Extent Appropriate. Charles C Thomas Publisher.

Bybee, R. W. (1997). A strategy for standards-based reform of science and mathematics education. Unpublished manuscript.

Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 (Paperback: $24.50). Web site: www. heinemann. com.

Chambers, D. L., & Hankes, J. E. (1994). Using knowledge of children’s thinking to change teaching. Professional development for teachers of mathematics, 286-295.

Cooper, J. B., & McGaugh, J. L. (1966). Attitude and related concepts. Attitudes: Selected readings, 26-31.

Dendane, A., & Math, U. G. R. U. (2009). Skills needed for mathematical problem solving. In tenth annual research conference, United Arab Emirates University, Al-Ain, United Arab Emirates. Abstract retrieved from http://www. analyzemath. com/math_problems/paper_1. html.

Dindyal, J. (2003). Algebraic thinking in geometry at high school level. Illinois State University.

Dogbey, G. Y. (2010). Attitudes of community college developmental students toward mathematics and their perception of mathematically intensive careers (Doctoral dissertation, Ohio University).

Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of education for teaching, 15(1), 13-33.

Gonzalez Thompson, A. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational studies in mathematics, 15(2), 105-127.

Grigutsch, S., Raatz, U., & Törner, G. (1998). Einstellungen gegenüber Mathematik bei Mathematiklehrern. Journal für Mathematik-Didaktik, 19(1), 3-45.

Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. Profesorado, Revista de Currículum y Formación del Profesorado, 9(2), 1-25.

Herbert, K., & Brown, R. H. (1997). Patterns as tools for algebraic reasoning. Teaching Children Mathematics, 3, 340-345.

Kaiser, G., & Maaß, K. (2007). Modelling in lower secondary mathematics classroom-problems and opportunities. NEW ICMI STUDIES SERIES, 10, 99. Kaput, J., Hegedus, S., & Lesh, R. (2007). Technology becoming infrastructural in mathematics education. Foundations for the future in mathematics education, 173-192.

Kaur, B. (2001). Singapore’s school mathematics curriculum for the 21th century. In meeting of Qualifications and Curriculum Authority on the Reasoning Explanation and Proof in School Mathematics and Their Place in the Intended Curriculum, Cambridge, UK.

Kislenko, K., Breiteig, T., & Grevholm, B. (2005). Beliefs and attitudes in mathematics teaching and learning. Vurdering i matematikk–Hvorfor og hvordan, 129-137.

Kriegler, S. (2008). Just what is algebraic thinking. UCLA: Department of Mathematis. Available online also at: http://www. math. ucla. edu/~ kriegler/pub/algebrat. html [accessed in Manila, Philippines: December 5, 2015].

Leder, G. C., & Forgasz, H. J. (2002). Measuring Methematical Beliefs and Their Impact on the Learning of Mathematics: A New Approach. In Beliefs: A hidden variable in mathematics education? (pp. 95-113). Springer Netherlands.

Lerman, S. (1983). Problem‐solving or knowledge‐centred: the influence of philosophy on mathematics teaching. International Journal of Mathematical Education in Science and Technology, 14(1), 59-66.

Lester, F. K. (2005). On the theoretical, conceptual, and philosophical foundations for research in mathematics education. ZDM, 37(6), 457-467.

Manly, M., & Ginsburg, L. (2010). Algebraic Thinking in Adult Education. National Institute for Literacy.

Matos, A., & Ponte, J. P. D. (2009). Exploring functional relationships to foster algebraic thinking in grade 8. Quaderni di Ricerca in Didattica (Matematica), 1-9.

Mcguinness, C., & Nisbet, J. (1991). Teaching thinking in Europe. British Journal of Educational Psychology, 61(2), 174-186.

Myers, T., Brown, E. K., & MacGonigle, B. (Eds.). (1986). Reasoning and discourse processes (Vol. 1). Academic Press.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.

Nilklad, L. (2004). College algebra students' understanding and algebraic thinking and reasoning with functions (Doctoral dissertation).

Panasuk, R. M., & Beyranevand, M. L. (2010). Algebra students’ ability to recognize multiple representations and achievement. International Journal for Mathematics Teaching and Learning, 22, 1-22.

Pehkonen, E. (1997). Use of open-ended problems in mathematics classroom (Vol. 176). Dept. of Teacher Education, University of Helsinki.

Pepin, B. (1999). Epistemologies, beliefs and conceptions of mathematics teaching and learning: the theory, and what is manifested in mathematics teachers’ work in England, France and Germany. TNTEE Publications, 2(1), 127-146.

Pimta, S., Tayraukham, S., & Nuangchalerm, P. (2009). Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students. Online Submission, 5(4), 381-385.

Rokeach, M., & McLellan, D. D. (1972). Feedback of Information About the Values and Attitudes of Self and Others as Determinants of Long‐Term Cognitive and Behavioral Change1. Journal of Applied Social Psychology, 2(3), 236-251.

Schoenfeld, A. H. (2007). Assessing mathematical proficiency (Vol. 53). Cambridge university press.

Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. Zdm, 29(3), 75-80.

Steen, L. A. (1992). Does everybody need to study algebra?. The Mathematics Teacher, 85(4), 258-260.

Usiskin, Z. (1995). What should not be in the algebra and geometry curricula of average college-bound studetns?. The Mathematics Teacher, 88(2), 156-164.

Wagner, S. E., & Kieran, C. E. (1989). Research issues in the learning and teaching of algebra, Vol. 4. In This monograph contains revisions of papers presented at The Research Agenda Conference on Algebra, which was held in Mar, 1987, at the University of Georgia, Athens, under the auspices of the National Council of Teachers of Mathematics, Inc.. National Council of Teachers of Mathematics.

Wyer, R. S. (1974). Cognitive organization and change: An information processing approach. Taylor & Francis.

Yee, L. S. (2010). Mathematics Attitudes and Achievement of Junior College Students in Singapore. Mathematics Education Rese