Pub Date : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.065
H. Zulfitri, Darmawijoyo, Hapizah
This article studies designing an interactive learning media based on a mathematical modelling framework. This article only discusses the preliminary stage or the initial stage in developing interactive learning media using design research. The preliminary stage covers two steps; there are analysis and design steps. The analysis step focused on analyzing students' difficulty in solving real-world problems and analyzing the curriculum. The design step focused on the initial design of interactive learning media that use six principles for developing mathematical modelling problem by Catherine Paolucci.
{"title":"Designing an Interactive Learning Media Based on Mathematical Modelling Framework","authors":"H. Zulfitri, Darmawijoyo, Hapizah","doi":"10.2991/ASSEHR.K.210508.065","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.065","url":null,"abstract":"This article studies designing an interactive learning media based on a mathematical modelling framework. This article only discusses the preliminary stage or the initial stage in developing interactive learning media using design research. The preliminary stage covers two steps; there are analysis and design steps. The analysis step focused on analyzing students' difficulty in solving real-world problems and analyzing the curriculum. The design step focused on the initial design of interactive learning media that use six principles for developing mathematical modelling problem by Catherine Paolucci.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126301283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.036
A. L. White
Humanity has dealt with pandemics or plagues throughout history. History also demonstrates that in periods of uncertainty there are always guides that remain certain. In response to Covid-19, the Indonesian government’s ‘New Normal’ provided a list of challenges for all educators, who must then adapt their resources and pedagogical strategies to meet these challenges. Yet, from the ‘Old Normal’ what remains a certainty for educators amongst all the chaos of pandemic change? This paper discusses the pedagogical norms that research has provided regarding the teaching and learning process for mathematics at all levels. It argues that these norms provide certainty for educators in their planning and delivery irrespective of resources, context, or online capacity. It is by following these norms that educators will improve mathematics skills for ‘New Normal’ education. Whether the responses to the New Normal are to become successful depends greatly upon the adaptability and dedication of these educators, who should be regarded as ‘super heroes’ or ‘national treasures’.
{"title":"Indonesian New Normal Mathematics Education - Seeking Certainty in Uncertain Times","authors":"A. L. White","doi":"10.2991/ASSEHR.K.210508.036","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.036","url":null,"abstract":"Humanity has dealt with pandemics or plagues throughout history. History also demonstrates that in periods of uncertainty there are always guides that remain certain. In response to Covid-19, the Indonesian government’s ‘New Normal’ provided a list of challenges for all educators, who must then adapt their resources and pedagogical strategies to meet these challenges. Yet, from the ‘Old Normal’ what remains a certainty for educators amongst all the chaos of pandemic change? This paper discusses the pedagogical norms that research has provided regarding the teaching and learning process for mathematics at all levels. It argues that these norms provide certainty for educators in their planning and delivery irrespective of resources, context, or online capacity. It is by following these norms that educators will improve mathematics skills for ‘New Normal’ education. Whether the responses to the New Normal are to become successful depends greatly upon the adaptability and dedication of these educators, who should be regarded as ‘super heroes’ or ‘national treasures’.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"59 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114005944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.053
Egha Alifa Putra, E. Nurlaelah
A smartphone-based evaluation media learning management system (S-LMS) is an application that supports teaching and learning activities and online evaluation. S-LMS media is the development of conventional evaluation media using smartphones and internet networks. The purpose of writing this article was to determine students' perceptions of the smartphone learning management system (S-LMS) based quiz in public high school students at Serang City. Through a qualitative descriptive method by providing questionnaires and interviews with students, the data were analyzed to obtain a description of the students' perceptions. Overall, 85.83% of students are interested in using S-LMS-based evaluations, in accordance with expectations as many as 82.78% of students are able to understand the material discussed because of the discussion in each quiz. In addition to this, students were actively involved in participating in evaluation and learning, as many as 86.94% of students were happy and followed carefully every evaluation activities.
{"title":"High School Students’ Perceptions Towards Quiz-Based Smartphone Learning Management System (S-LMS) as Learning Evaluation Media","authors":"Egha Alifa Putra, E. Nurlaelah","doi":"10.2991/ASSEHR.K.210508.053","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.053","url":null,"abstract":"A smartphone-based evaluation media learning management system (S-LMS) is an application that supports teaching and learning activities and online evaluation. S-LMS media is the development of conventional evaluation media using smartphones and internet networks. The purpose of writing this article was to determine students' perceptions of the smartphone learning management system (S-LMS) based quiz in public high school students at Serang City. Through a qualitative descriptive method by providing questionnaires and interviews with students, the data were analyzed to obtain a description of the students' perceptions. Overall, 85.83% of students are interested in using S-LMS-based evaluations, in accordance with expectations as many as 82.78% of students are able to understand the material discussed because of the discussion in each quiz. In addition to this, students were actively involved in participating in evaluation and learning, as many as 86.94% of students were happy and followed carefully every evaluation activities.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131804075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.068
SS Wati, Darmawijoyo, Hapizah
The purpose of this research is to describe the mathematical problem-solving skills of Junior High School students through visual question-based mathematical modeling learning. This was descriptive research using a qualitative approach. The subjects were students grade VII/2 of SMP N 6 Indralaya Utara. In the data collection techniques, posttest and interviews were used to see the students' mathematical problem-solving skills. Based on the findings, the percentage of indicator occurrences of understanding the problem was 76,84%, planning the completion strategy was 38,60%, implementing the completion strategy was 49,12%, and reviewing was 23,68%.
{"title":"Learning Mathematical Modelling: What Advantages a Visual-Formed Problem Against Problem-Solving Skills of Junior High School Students?","authors":"SS Wati, Darmawijoyo, Hapizah","doi":"10.2991/ASSEHR.K.210508.068","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.068","url":null,"abstract":"The purpose of this research is to describe the mathematical problem-solving skills of Junior High School students through visual question-based mathematical modeling learning. This was descriptive research using a qualitative approach. The subjects were students grade VII/2 of SMP N 6 Indralaya Utara. In the data collection techniques, posttest and interviews were used to see the students' mathematical problem-solving skills. Based on the findings, the percentage of indicator occurrences of understanding the problem was 76,84%, planning the completion strategy was 38,60%, implementing the completion strategy was 49,12%, and reviewing was 23,68%.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114770926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.051
S. Herawati, Puspa Amelia
In this paper, we consider to analyzed the mathematical reasoning ability of students in solving mathematics problem based on Higher Order Thinking Skill (HOTS). The method of this research is qualitative descriptive. This research consisted of 12 subject. Based on the analysis that mathematic reasoning ability of students can be grouping into 3 categories, that are low, moderate and high groups. The results showed that 16.7% of students were categorized as having low reasoning, that is presenting a mathematical statement in writing, 16.7% of students were categorized as having moderate reasoning, that is able to make a conjecture and perform mathematical manipulation, and 66.7% of students were categorized as having high reasoning, which is able to make a conjecture, to perform a mathematical manipulation, to provide the reasons or evidence for the solution and drawing a conclusion.
{"title":"Analyzing of Student’s Mathematical Reasoning Ability in Solving Mathematical Problem Based on Higher Order Thinking Skill (HOTS)","authors":"S. Herawati, Puspa Amelia","doi":"10.2991/ASSEHR.K.210508.051","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.051","url":null,"abstract":"In this paper, we consider to analyzed the mathematical reasoning ability of students in solving mathematics problem based on Higher Order Thinking Skill (HOTS). The method of this research is qualitative descriptive. This research consisted of 12 subject. Based on the analysis that mathematic reasoning ability of students can be grouping into 3 categories, that are low, moderate and high groups. The results showed that 16.7% of students were categorized as having low reasoning, that is presenting a mathematical statement in writing, 16.7% of students were categorized as having moderate reasoning, that is able to make a conjecture and perform mathematical manipulation, and 66.7% of students were categorized as having high reasoning, which is able to make a conjecture, to perform a mathematical manipulation, to provide the reasons or evidence for the solution and drawing a conclusion.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114951458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.035
Masayuki Ichikawa, Naoyasu Kita, H. Matsumoto, Y. Nakamura
In mathematics and mathematics education, ranges of application are sometimes generalized. This article studies the generalization of the concept on internally dividing points. The ratios of internally dividing points are usually considered in real numbers since the real numbers are naturally corresponding to the length of line segments. The aim of this article is to extend the range of such ratios into the complex numbers. After defining the complex-valued ratio, we shall apply it to the generalization of Menelaus’ theorem which is famous in elementary geometry.
{"title":"Extension of internal ratio of a line segment into complex values and its application to the generalization of Menelaus’ theorem","authors":"Masayuki Ichikawa, Naoyasu Kita, H. Matsumoto, Y. Nakamura","doi":"10.2991/ASSEHR.K.210508.035","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.035","url":null,"abstract":"In mathematics and mathematics education, ranges of application are sometimes generalized. This article studies the generalization of the concept on internally dividing points. The ratios of internally dividing points are usually considered in real numbers since the real numbers are naturally corresponding to the length of line segments. The aim of this article is to extend the range of such ratios into the complex numbers. After defining the complex-valued ratio, we shall apply it to the generalization of Menelaus’ theorem which is famous in elementary geometry.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129760549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.092
Fauziah Sudding, Yusuf Kalla
Lookback options are path-dependent option, whose payoffs depend on the maximum and minimum value of the underlying assets throughout the duration of the contract. Since the payoffs are calculated based on the asset price during the lifetime of the option, there are no analytic formulas yet to evaluate the price of the option. However, the approximation can be obtained using numerial methods. Monte carlo simulation and binomial lattice are two of those numerical methods that will be applied in this paper. Numerical solution using monte carlo is obtained by generating the future price of assets that will be later used in estimating the option and binomial model also does similar action, the only different is all possible paths of the underlying asset are based on the assumption that the stock price for next period will move into two possible values, either up or down. The price lookback option have been computed both for fixed strike lookback call and put; and floating strike lookback call and put, the approximation using the both numerical analysis are compared with analytic Black-School results, and shown that Binomial lattice gives better numerical solution than Monte Carlo. However, the values in Binomial are not entirely close to Black-Scholes, it shows poor performance in Floating Strike Lookback Put Option. Monte Carlo, on the other hand, does not work very well for pricing this option.
{"title":"Estimating Lookback Price Using Monte Carlo Simulation and Binomial Lattice","authors":"Fauziah Sudding, Yusuf Kalla","doi":"10.2991/ASSEHR.K.210508.092","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.092","url":null,"abstract":"Lookback options are path-dependent option, whose payoffs depend on the maximum and minimum value of the underlying assets throughout the duration of the contract. Since the payoffs are calculated based on the asset price during the lifetime of the option, there are no analytic formulas yet to evaluate the price of the option. However, the approximation can be obtained using numerial methods. Monte carlo simulation and binomial lattice are two of those numerical methods that will be applied in this paper. Numerical solution using monte carlo is obtained by generating the future price of assets that will be later used in estimating the option and binomial model also does similar action, the only different is all possible paths of the underlying asset are based on the assumption that the stock price for next period will move into two possible values, either up or down. The price lookback option have been computed both for fixed strike lookback call and put; and floating strike lookback call and put, the approximation using the both numerical analysis are compared with analytic Black-School results, and shown that Binomial lattice gives better numerical solution than Monte Carlo. However, the values in Binomial are not entirely close to Black-Scholes, it shows poor performance in Floating Strike Lookback Put Option. Monte Carlo, on the other hand, does not work very well for pricing this option.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121854119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.112
John N. Lekitoo, T. G. Ratumanan, C. S. Ayal
This study aims to: (1) determine whether there is a difference in the mathematical solving abilities of students of class XI MIA SMA Negeri 4 Ambon who are taught using the think pair share (TPS) type of cooperative learning model assisted by geogebra software, the problem based learning model (PBL) with software assistance. geogebra, and discovery learning (DL) learning model assisted by geogebra software, (2) knowing whether there are differences in the mathematical problem solving abilities of class XI MIA students of SMA Negeri 4 Ambon who have high selfconfidence, moderate self-confidence, and low self confidence, and ( 3) knowing whether there is an effect of interaction between cooperative learning model type TPS assisted by geogebra software, PBL learning model assisted by geogebra software, and DL learning model assisted by geogebra software with students' self confidence in mathematical problem solving ability.This research is a quasi-experimental research with a 3 x 3 factorial design. The population in this study were all students of class XI MIA which consisted of 7 classes, while the sample consisted of 3 classes with 103 students. Data were analyzed using two-way analysis of variance (Two Way Anova).
geogebra软件辅助下的DL学习模式，提高学生数学解题能力的自信心。本研究为准实验研究，采用3 × 3因子设计。数据分析采用双向方差分析(Two Way Anova)。
{"title":"Influence of the Learning Model Using a Geogebra - Based Software on the Potential Mathematical Problem Based on a Self Confidence Student on the Cone Slices","authors":"John N. Lekitoo, T. G. Ratumanan, C. S. Ayal","doi":"10.2991/ASSEHR.K.210508.112","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.112","url":null,"abstract":"This study aims to: (1) determine whether there is a difference in the mathematical solving abilities of students of class XI MIA SMA Negeri 4 Ambon who are taught using the think pair share (TPS) type of cooperative learning model assisted by geogebra software, the problem based learning model (PBL) with software assistance. geogebra, and discovery learning (DL) learning model assisted by geogebra software, (2) knowing whether there are differences in the mathematical problem solving abilities of class XI MIA students of SMA Negeri 4 Ambon who have high selfconfidence, moderate self-confidence, and low self confidence, and ( 3) knowing whether there is an effect of interaction between cooperative learning model type TPS assisted by geogebra software, PBL learning model assisted by geogebra software, and DL learning model assisted by geogebra software with students' self confidence in mathematical problem solving ability.This research is a quasi-experimental research with a 3 x 3 factorial design. The population in this study were all students of class XI MIA which consisted of 7 classes, while the sample consisted of 3 classes with 103 students. Data were analyzed using two-way analysis of variance (Two Way Anova).","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127108631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.042
Resmawan Resmawan, N. Supu, Novianita Achmad
This article discusses the analysis of dynamic models of the spread of drug addicts with educational effects. This model is modified from the White and Comiskey model by adding populations that have stopped using drugs so that the model will form the type of SURS. Besides, modifications were also made to consider the educational effects in each population class. The analysis shows that the free equilibrium point of drug addicts is stable when the condition is R0 < 1 and the endemic equilibrium point is stable when the condition is R0 > 1. Numerical simulations show that an increase in the rate of education can reduce the rate of distribution of drug addicts so that the spread of drug addicts gradually decreases and will disappear from the population.
{"title":"Dynamic Model Analysis of the Spread of Drug Addicts with Educational Effects","authors":"Resmawan Resmawan, N. Supu, Novianita Achmad","doi":"10.2991/ASSEHR.K.210508.042","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.042","url":null,"abstract":"This article discusses the analysis of dynamic models of the spread of drug addicts with educational effects. This model is modified from the White and Comiskey model by adding populations that have stopped using drugs so that the model will form the type of SURS. Besides, modifications were also made to consider the educational effects in each population class. The analysis shows that the free equilibrium point of drug addicts is stable when the condition is R0 < 1 and the endemic equilibrium point is stable when the condition is R0 > 1. Numerical simulations show that an increase in the rate of education can reduce the rate of distribution of drug addicts so that the spread of drug addicts gradually decreases and will disappear from the population.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130638992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.093
N. Saputri, Theresia Ingga Sari, S. M. Ambarita, R. R. Chaniago, Yatini, D. Oktariani, Darmawijoyo, Somakim
This study aims to describe the early mathematic skills of preschoolers in the understanding division through the idea of “fairness". The idea of fairness was familiar to children before the division was first encountered formally. The subjects in this study were three children aged 3-5 years. Based on the research results, it is found that children aged 3-5 years already have an initial understanding of the division. This understanding is identified through what is known as 'fair sharing.' Their perception of division can be seen from the subjects' responses and expressions in “fairness” and “equal sharing” activities.
{"title":"What Preschool Age Child’s Perceptions About Division in Fair Sharing","authors":"N. Saputri, Theresia Ingga Sari, S. M. Ambarita, R. R. Chaniago, Yatini, D. Oktariani, Darmawijoyo, Somakim","doi":"10.2991/ASSEHR.K.210508.093","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.093","url":null,"abstract":"This study aims to describe the early mathematic skills of preschoolers in the understanding division through the idea of “fairness\". The idea of fairness was familiar to children before the division was first encountered formally. The subjects in this study were three children aged 3-5 years. Based on the research results, it is found that children aged 3-5 years already have an initial understanding of the division. This understanding is identified through what is known as 'fair sharing.' Their perception of division can be seen from the subjects' responses and expressions in “fairness” and “equal sharing” activities.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133027382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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