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.210508.092
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.210508.108
D. E. Kusrini, B. Ulama, Mutiah Salamah Chamid
In recent developments, the panel data spatial model has penetrated into simultaneous models that do not only move in single models, where the development of this model also indirectly makes the parameter estimation method move in a more complex direction in terms of mathematical proof, also in terms of proof empirically. This paper presents a Generalized Method of Moment (GMM) Lagrange Multiplier (LM) Test for simultaneous spatial modelling for dynamic panel. This is a spatial dependencies test for spatial models.
{"title":"Generalized Method of Moment Estimation Method Lagrange Multiplier Test for Simultaneous Spatial of Dynamic Panel Data","authors":"D. E. Kusrini, B. Ulama, Mutiah Salamah Chamid","doi":"10.2991/ASSEHR.K.210508.108","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.108","url":null,"abstract":"In recent developments, the panel data spatial model has penetrated into simultaneous models that do not only move in single models, where the development of this model also indirectly makes the parameter estimation method move in a more complex direction in terms of mathematical proof, also in terms of proof empirically. This paper presents a Generalized Method of Moment (GMM) Lagrange Multiplier (LM) Test for simultaneous spatial modelling for dynamic panel. This is a spatial dependencies test for spatial models.","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":"129106912","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.210508.106
M. Agung, I. N. Hidayah, Trianingsih Eni Lestari, Lucky Tri Oktoviana, Dahliatul Hasanah
Solving a rational inequalities is difficult for mathematics students. Many of them make a mistake when solving such problem. This research aimed to investigate and categorize a first year mathematics undergraduate student error when solving rational inequalities problem. The data were obtained from 75 students taking the course introduction to algebra, through anlysis of students response to the items of the quiz. The result showed that many students had mistake of type errorrs in inequality rules. Most of them are solving the rational inequalities by treating it as a rational equation. This mistake happen because they misunderstand about the rule of inequality while they are performing multiplication. The other mistake is of type error in writing the solution. The students didn’t use number line so that leads to incorrect
{"title":"First Year Undergraduate Mathematics Students Error Analysis on Solving Rational Inequality","authors":"M. Agung, I. N. Hidayah, Trianingsih Eni Lestari, Lucky Tri Oktoviana, Dahliatul Hasanah","doi":"10.2991/ASSEHR.K.210508.106","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.106","url":null,"abstract":"Solving a rational inequalities is difficult for mathematics students. Many of them make a mistake when solving such problem. This research aimed to investigate and categorize a first year mathematics undergraduate student error when solving rational inequalities problem. The data were obtained from 75 students taking the course introduction to algebra, through anlysis of students response to the items of the quiz. The result showed that many students had mistake of type errorrs in inequality rules. Most of them are solving the rational inequalities by treating it as a rational equation. This mistake happen because they misunderstand about the rule of inequality while they are performing multiplication. The other mistake is of type error in writing the solution. The students didn’t use number line so that leads to incorrect","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":"125426432","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.210508.081
Intan Sahara, Darmawijoyo, Y. Hartono
This research aims to describe secondary school students' mathematical reasoning skills through visual-formed problem under a mathematical modeling framework. This research involved 19 seventh grade students of SMPN 6 Indralaya Utara. Data were collected through a test and interview. Result show that a visual-formed problem under a mathematical modeling framework contributed to students’ mathematical reasoning skills.
本研究的目的是在数学建模的框架下，通过视觉形成的问题来描述中学生的数学推理能力。这项研究涉及Indralaya Utara SMPN 6的19名七年级学生。通过测试和访谈收集数据。结果表明，数学建模框架下的可视化问题有助于提高学生的数学推理能力。
{"title":"Learning Mathematical Modeling: Analysis of Mathematical Reasoning Skills of Junior High School Students Through a Visual-Formed Problem","authors":"Intan Sahara, Darmawijoyo, Y. Hartono","doi":"10.2991/ASSEHR.K.210508.081","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.081","url":null,"abstract":"This research aims to describe secondary school students' mathematical reasoning skills through visual-formed problem under a mathematical modeling framework. This research involved 19 seventh grade students of SMPN 6 Indralaya Utara. Data were collected through a test and interview. Result show that a visual-formed problem under a mathematical modeling framework contributed to students’ mathematical reasoning skills.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"42 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":"127826548","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.210508.089
I. Darma, I. G. M. Karma, I. A. Santiana
This study aims to determine the level of validity of applied mathematics electronic teaching materials for the blended learning model in the form of modules (E-Modules) and student activity sheet (E-SAS). The research used the 4D model development method, carried out at the Politeknik Negeri Bali (PNB). Data were collected using validation sheets, student response questionnaires and analyzed descriptively. The results of the analysis show that the E-Module and E-SAS applied mathematics are quite feasible, very practical and very useful for blended learning models. E-Module and E-SAS need to be refined. The development process can be continued to the stage of effectiveness testing, evaluation and dissemination. But before that it needs to be refined.
本研究旨在确定应用数学电子教材以模块(E-Modules)和学生活动单(E-SAS)形式的混合学习模式的效度水平。该研究使用了四维模型开发方法，在Politeknik Negeri Bali (PNB)进行。使用验证表、学生回答问卷收集数据，并进行描述性分析。分析结果表明，E-Module和E-SAS应用数学是非常可行的，非常实用，对混合式学习模型非常有用。E-Module和E-SAS需要改进。开发过程可以继续到有效性测试、评价和传播阶段。但在此之前，它需要被完善。
{"title":"Validation of Teaching Materials for the Blended Learning Model of Applied Mathematics for Polytechnic Student","authors":"I. Darma, I. G. M. Karma, I. A. Santiana","doi":"10.2991/ASSEHR.K.210508.089","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.089","url":null,"abstract":"This study aims to determine the level of validity of applied mathematics electronic teaching materials for the blended learning model in the form of modules (E-Modules) and student activity sheet (E-SAS). The research used the 4D model development method, carried out at the Politeknik Negeri Bali (PNB). Data were collected using validation sheets, student response questionnaires and analyzed descriptively. The results of the analysis show that the E-Module and E-SAS applied mathematics are quite feasible, very practical and very useful for blended learning models. E-Module and E-SAS need to be refined. The development process can be continued to the stage of effectiveness testing, evaluation and dissemination. But before that it needs to be refined.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"389 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":"123530753","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.210508.066
S. Wahyuningsih, Dwi Retno Sari
Traveling salesman problem (TSP) can be applied to distribution problems, namely determining the minimum route from the depot to all customers exactly once and back to the depot. Some constraints can be added to the problem such as time constraints, additional salesmen on the route that is passed, the need for an order of delivery, and passing one-way road. This article will discuss TSP variants developed from basic TSP, namely TSPTW, MTSP, TSPPC, and ATSPTW. The differences in formulations of these variants are described and the branch and bound algorithm is used to solve them. There are three main steps to the branch and bound algorithm namely the initialization stage to obtain the initial solution, the process stage and solution improvement, and the determination of the optimum solution. Identification of the similarities and differences in the application of the branch and bound algorithm steps on these variants are discussed in this article. An example is given of the application of the branch and bound algorithm to the four variants of 8 customers and one depot. The results of the application examples are depicted on a graph in order of the minimum total distance, namely ATSPTW, TSPTW, TSPPC, and MTSP.
{"title":"Study of the Brand and Bound Algorithm Performance on Traveling Salesman Problem Variants","authors":"S. Wahyuningsih, Dwi Retno Sari","doi":"10.2991/ASSEHR.K.210508.066","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.066","url":null,"abstract":"Traveling salesman problem (TSP) can be applied to distribution problems, namely determining the minimum route from the depot to all customers exactly once and back to the depot. Some constraints can be added to the problem such as time constraints, additional salesmen on the route that is passed, the need for an order of delivery, and passing one-way road. This article will discuss TSP variants developed from basic TSP, namely TSPTW, MTSP, TSPPC, and ATSPTW. The differences in formulations of these variants are described and the branch and bound algorithm is used to solve them. There are three main steps to the branch and bound algorithm namely the initialization stage to obtain the initial solution, the process stage and solution improvement, and the determination of the optimum solution. Identification of the similarities and differences in the application of the branch and bound algorithm steps on these variants are discussed in this article. An example is given of the application of the branch and bound algorithm to the four variants of 8 customers and one depot. The results of the application examples are depicted on a graph in order of the minimum total distance, namely ATSPTW, TSPTW, TSPPC, and MTSP.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"37 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":"134195143","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.210508.102
Powell Gian Hartono, G. M. Tinungki, J. Jakaria, Agus Budi Hartono, P. G. Hartono, Richy Wijaya
The study aims to overcome the overdispersion in the final exam score of Calculus subject. The occurrence of a gap in the score is inseparable from the influence of internal factors and external factors. The internal factors are factors that originate within students themselves. In contrast, external factors are factors that exist outside of students that can affect students’ success or failure, such as learning environment, the physical environment where the exam takes place, infrastructure and facility that are owned and used by students, and their condition during the exam. The connection of these factors to the gap in final exam scores can be approached with Poisson regression analysis because Poisson Regression assumes a Poisson distribution of response variables with equidispersion. It is necessary to conduct a research to find out the factors that cause the diversity of the final score in order to overcome, that is by implementing direct learning. The results obtained show that with the application of direct mathematics learning, there is no overdispersion, while the low score of the final exam results in an increase, resulting in the variance of final exam results to be smaller than the average score.
{"title":"Overcoming Overdispersion on Direct Mathematics Learning Model Using the Quasi Poisson Regression","authors":"Powell Gian Hartono, G. M. Tinungki, J. Jakaria, Agus Budi Hartono, P. G. Hartono, Richy Wijaya","doi":"10.2991/ASSEHR.K.210508.102","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.102","url":null,"abstract":"The study aims to overcome the overdispersion in the final exam score of Calculus subject. The occurrence of a gap in the score is inseparable from the influence of internal factors and external factors. The internal factors are factors that originate within students themselves. In contrast, external factors are factors that exist outside of students that can affect students’ success or failure, such as learning environment, the physical environment where the exam takes place, infrastructure and facility that are owned and used by students, and their condition during the exam. The connection of these factors to the gap in final exam scores can be approached with Poisson regression analysis because Poisson Regression assumes a Poisson distribution of response variables with equidispersion. It is necessary to conduct a research to find out the factors that cause the diversity of the final score in order to overcome, that is by implementing direct learning. The results obtained show that with the application of direct mathematics learning, there is no overdispersion, while the low score of the final exam results in an increase, resulting in the variance of final exam results to be smaller than the average score.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"35 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":"133122355","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.210508.034
J. Balmaceda
In today’s information and data-driven society, it is vital for an informed citizen to have: (i) working competency in quantitative reasoning, and (ii) and general awareness of math – its true nature, role in society, strengths and limitations, and connections with other disciplines. Mathematics appreciation courses seek to address these two needs. In this paper I will share my experiences teaching a course in the general education program of our university, called Mathematics, Culture and Society. The course focuses primarily on the second goal as it lays the groundwork for students to acquire needed mathematical and quantitative skills with confidence. The course provides a view of mathematics as a dynamic human endeavor that is regarded as both a science and an art. It aims to give students a feeling for the mathematical way of thinking and why mathematicians see it as an intellectually exciting discipline. Remote teaching has led to some adjustments in course implementation, but also introduced some pleasant surprises. The covid-19 pandemic may have disrupted the global landscape of academia, but whether we teach traditionally or in this new normal, I believe such a course will go a long way in improving not only mathematics skills, but also mindsets and attitudes.
{"title":"The Continuing Value and Relevance of Mathematics Appreciation Courses","authors":"J. Balmaceda","doi":"10.2991/ASSEHR.K.210508.034","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.034","url":null,"abstract":"In today’s information and data-driven society, it is vital for an informed citizen to have: (i) working competency in quantitative reasoning, and (ii) and general awareness of math – its true nature, role in society, strengths and limitations, and connections with other disciplines. Mathematics appreciation courses seek to address these two needs. In this paper I will share my experiences teaching a course in the general education program of our university, called Mathematics, Culture and Society. The course focuses primarily on the second goal as it lays the groundwork for students to acquire needed mathematical and quantitative skills with confidence. The course provides a view of mathematics as a dynamic human endeavor that is regarded as both a science and an art. It aims to give students a feeling for the mathematical way of thinking and why mathematicians see it as an intellectually exciting discipline. Remote teaching has led to some adjustments in course implementation, but also introduced some pleasant surprises. The covid-19 pandemic may have disrupted the global landscape of academia, but whether we teach traditionally or in this new normal, I believe such a course will go a long way in improving not only mathematics skills, but also mindsets and attitudes.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"8 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":"134069287","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.210508.063
NP Setiawati, Darmawijoyo, Y. Hartono
This article studied designing a Visual-formed Student’s Worksheet the traditional food context under a mathematical modelling framework. This article only discusses the preliminary stages of the developed students’ worksheet. The preliminary stage covers two steps; there are analysis and design steps. The analysis step focused on the analyzing of the curriculum, that is in the form of students' difficulty in real-world problem solving, as well as in the designing step that focused on the initial design of students’ worksheet based on the principles of developing math modelling problems that put forward by Catherine Paolucci and Helena Wessels so that the resulting prototype of students’ worksheet for teaching mathematical modelling.
{"title":"Learning Mathematical Modelling: How to design visual-formed Student’s Worksheet Using Traditional Food Context","authors":"NP Setiawati, Darmawijoyo, Y. Hartono","doi":"10.2991/ASSEHR.K.210508.063","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.063","url":null,"abstract":"This article studied designing a Visual-formed Student’s Worksheet the traditional food context under a mathematical modelling framework. This article only discusses the preliminary stages of the developed students’ worksheet. The preliminary stage covers two steps; there are analysis and design steps. The analysis step focused on the analyzing of the curriculum, that is in the form of students' difficulty in real-world problem solving, as well as in the designing step that focused on the initial design of students’ worksheet based on the principles of developing math modelling problems that put forward by Catherine Paolucci and Helena Wessels so that the resulting prototype of students’ worksheet for teaching mathematical modelling.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"34 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":"122382104","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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