Mathematical literacy skills involve an individual's ability to use mathematical concepts, procedures and facts to understand, interpret, analyze and apply mathematical thinking in various daily life situations. This research aims to describe the mathematical literacy abilities of students in the Madrasah Ibtidaiyah Teacher Education Study Program (PGMI) FITK IAIN Sultan Amai Gorontalo. The research method used was descriptive qualitative, involving tests and interviews with three sixth semester students who represented different levels of mathematical literacy ability: high, medium and low. The results showed significant variations in mathematical literacy abilities between the three students. Students with high ability show good performance in understanding, formulating, and solving mathematical problems, while students with moderate ability lack in implementing the solution plan and conclusions drawn, and students with low ability experience difficulties in almost all aspects of mathematical literacy.
数学素养技能涉及个人运用数学概念、程序和事实来理解、解释、分析和在各种日常生活情境中应用数学思维的能力。本研究旨在描述 FITK IAIN Sultan Amai Gorontalo 伊斯兰学校（Madrasah Ibtidaiyah）教师教育研究课程（PGMI）学生的数学素养能力。研究采用的是描述性定性研究方法，通过测试和访谈的方式，对数学素养能力处于高、中、低不同水平的三名六年级学生进行了调查。结果表明，三名学生的数学素养能力差异很大。能力强的学生在理解、提出和解决数学问题方面表现良好，而能力中等的学生在实施解题计划和得出结论方面有所欠缺，能力弱的学生几乎在数学素养的所有方面都遇到困难。
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Pub Date : 2024-02-13DOI: 10.46244/numeracy.v10i2.2402
Siti Zaenab, Slamet Asari, Syaiful Huda
Pembelajaran yang memperhatikan gaya belajar peserta didik merupakan salah satu contoh dari pembelajaran berdiferensiasi, sehingga guru lebih mudah memilih media pembelajaran yang digunakan untuk mencapai sebuah tujuan pembelajaran. Disamping itu, dalam kurikulum merdeka peserta didik juga diberikan kebebasan dalam mengkonstruk pengetahuannya sendiri misalnya dengan membuat pertanyaan dan menjawab pertanyaan yang telah dibuat, sehingga akan menimbulkan kemampuan penalaran matematis setiap peserta didik. Dalam hal ini, sangat penting bagi peneliti untuk dapat mengetahui kemampuan penalaran matematis siswa menggunakan pendekatan problem posing dalam pembelajaran berdiferensiasi. Penelitian ini bertujuan untuk mendeskripsikan tentang kemampuan penalaran problem posing ditinjau dari gaya belajar peserta didik di kelas X TOI 1 SMKN 1 Cerme tahun ajaran 2023/2024. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Prosedur Penelitian yang digunakan ada 3 tahap yaitu : perencanaan penelitian, pelaksanaan penelitian, penyusunan laporan penelitian. Adapun instrumen yang digunakan dalam penelitian ini adalah tes penalaran problem posing, rubrik penilaian tes penalaran problem posing, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa peserta didik dengan gaya belajar visual, kinestetik, dan auditorial memilili tingkat kemampuan penalaran problem posing sedang. Namun dilihat dari persentase hasil analisis kemampuan penalaran problem posing, peserta didik dengan gaya belajar kinestetik tingkat penalaran problem posingnya lebih tinggi dibandingkan dengan peserta didik yang memiliki gaya belajar visual dan auditorial.AbstractLearning that takes care of the student's learning style is one example of differential learning, so it's easier for teachers to choose the learning medium used to a learning goal. In addition, in the independent curriculum students are also given freedom in constructing their own knowledge, for example, by creating questions and answering questions that have been made, so that will raise the ability of mathematical reasoning of each student. In this case, it is essential for researchers to be able to know students' mathematical reasoning abilities using the problem posing approach in differential learning. This study aims to describe the ability to reason the problem posing reviewed from the learning style of the students in class X TOI 1 SMKN 1 Cerme 2023/2024. The research method used in this study is qualitative descriptive. The research procedure used has three stages: research planning, research execution, research report preparation. As for the instruments used in this study are the reasoning test of the problem posing, the evaluation section of the test of reasoning the problem Posing, and the guidelines of the interview. The results of the study showed that students with visual, kinesthetic, and auditory learning styles had a higher level of ability to rationalize the problem posing. Howev
关注学生学习方式的学习就是差异化学习的一个例子，这样教师更容易选择用于实现学习目标的学习媒介。此外，在自主课程中，学生还可以自由地建构自己的知识，比如通过提出问题和回答已提出的问题，这样就能激发每个学生的数学推理能力。在这种情况下，对于研究人员来说，能够发现在差异化学习中使用问题提出法的学生的数学推理能力是非常重要的。本研究旨在描述 2023/2024 学年 X 班 TOI 1 SMKN 1 Cerme 学生在学习方式方面的问题假设推理能力。本研究采用的研究方法是描述性定性研究。研究程序分为三个阶段，即研究规划、研究实施和研究报告的编写。 本研究使用的工具是问题假设推理测试、问题假设推理测试评估标准和访谈指南。结果显示，视觉型、动觉型和听觉型学习风格的学生的问题推理能力处于中等水平。但从问题假设推理能力分析结果的百分比来看，动觉学习风格的学生与视觉学习风格和听觉学习风格的学生相比，问题假设推理能力水平更高。此外，在自主课程中，学生还可以自由构建自己的知识，例如，通过创造问题和回答已提出的问题，从而提高每个学生的数学推理能力。在这种情况下，研究人员有必要了解学生在差异学习中使用提出问题的方法进行数学推理的能力。本研究旨在从 X 级 TOI 1 SMKN 1 Cerme 2023/2024 班学生的学习风格来描述问题提出审查的推理能力。本研究采用的研究方法是定性描述法。研究程序分为三个阶段：研究规划、研究实施和研究报告编写。 至于本研究使用的工具，则是提出问题的推理测试、提出问题的推理测试的评价部分和访谈指南。研究结果表明，视觉型、动觉型和听觉型学习风格的学生具有较高的问题假设推理能力。然而，从问题假设合理化技能分析结果的百分比来看，与视觉和听觉学习方式的学生相比，动觉学习方式的学生的问题假设合理化水平更高。
{"title":"PEMBELAJARAN BERDEFERENSIASI BERBASIS PROBLEM POSING : SEBUAH KAJIAN KEMAMPUAN PENALARAN MATEMATIS","authors":"Siti Zaenab, Slamet Asari, Syaiful Huda","doi":"10.46244/numeracy.v10i2.2402","DOIUrl":"https://doi.org/10.46244/numeracy.v10i2.2402","url":null,"abstract":"Pembelajaran yang memperhatikan gaya belajar peserta didik merupakan salah satu contoh dari pembelajaran berdiferensiasi, sehingga guru lebih mudah memilih media pembelajaran yang digunakan untuk mencapai sebuah tujuan pembelajaran. Disamping itu, dalam kurikulum merdeka peserta didik juga diberikan kebebasan dalam mengkonstruk pengetahuannya sendiri misalnya dengan membuat pertanyaan dan menjawab pertanyaan yang telah dibuat, sehingga akan menimbulkan kemampuan penalaran matematis setiap peserta didik. Dalam hal ini, sangat penting bagi peneliti untuk dapat mengetahui kemampuan penalaran matematis siswa menggunakan pendekatan problem posing dalam pembelajaran berdiferensiasi. Penelitian ini bertujuan untuk mendeskripsikan tentang kemampuan penalaran problem posing ditinjau dari gaya belajar peserta didik di kelas X TOI 1 SMKN 1 Cerme tahun ajaran 2023/2024. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Prosedur Penelitian yang digunakan ada 3 tahap yaitu : perencanaan penelitian, pelaksanaan penelitian, penyusunan laporan penelitian. Adapun instrumen yang digunakan dalam penelitian ini adalah tes penalaran problem posing, rubrik penilaian tes penalaran problem posing, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa peserta didik dengan gaya belajar visual, kinestetik, dan auditorial memilili tingkat kemampuan penalaran problem posing sedang. Namun dilihat dari persentase hasil analisis kemampuan penalaran problem posing, peserta didik dengan gaya belajar kinestetik tingkat penalaran problem posingnya lebih tinggi dibandingkan dengan peserta didik yang memiliki gaya belajar visual dan auditorial.AbstractLearning that takes care of the student's learning style is one example of differential learning, so it's easier for teachers to choose the learning medium used to a learning goal. In addition, in the independent curriculum students are also given freedom in constructing their own knowledge, for example, by creating questions and answering questions that have been made, so that will raise the ability of mathematical reasoning of each student. In this case, it is essential for researchers to be able to know students' mathematical reasoning abilities using the problem posing approach in differential learning. This study aims to describe the ability to reason the problem posing reviewed from the learning style of the students in class X TOI 1 SMKN 1 Cerme 2023/2024. The research method used in this study is qualitative descriptive. The research procedure used has three stages: research planning, research execution, research report preparation. As for the instruments used in this study are the reasoning test of the problem posing, the evaluation section of the test of reasoning the problem Posing, and the guidelines of the interview. The results of the study showed that students with visual, kinesthetic, and auditory learning styles had a higher level of ability to rationalize the problem posing. Howev","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"139 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780674","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 : 2024-02-13DOI: 10.46244/numeracy.v10i2.2402
Siti Zaenab, Slamet Asari, Syaiful Huda
Pembelajaran yang memperhatikan gaya belajar peserta didik merupakan salah satu contoh dari pembelajaran berdiferensiasi, sehingga guru lebih mudah memilih media pembelajaran yang digunakan untuk mencapai sebuah tujuan pembelajaran. Disamping itu, dalam kurikulum merdeka peserta didik juga diberikan kebebasan dalam mengkonstruk pengetahuannya sendiri misalnya dengan membuat pertanyaan dan menjawab pertanyaan yang telah dibuat, sehingga akan menimbulkan kemampuan penalaran matematis setiap peserta didik. Dalam hal ini, sangat penting bagi peneliti untuk dapat mengetahui kemampuan penalaran matematis siswa menggunakan pendekatan problem posing dalam pembelajaran berdiferensiasi. Penelitian ini bertujuan untuk mendeskripsikan tentang kemampuan penalaran problem posing ditinjau dari gaya belajar peserta didik di kelas X TOI 1 SMKN 1 Cerme tahun ajaran 2023/2024. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Prosedur Penelitian yang digunakan ada 3 tahap yaitu : perencanaan penelitian, pelaksanaan penelitian, penyusunan laporan penelitian. Adapun instrumen yang digunakan dalam penelitian ini adalah tes penalaran problem posing, rubrik penilaian tes penalaran problem posing, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa peserta didik dengan gaya belajar visual, kinestetik, dan auditorial memilili tingkat kemampuan penalaran problem posing sedang. Namun dilihat dari persentase hasil analisis kemampuan penalaran problem posing, peserta didik dengan gaya belajar kinestetik tingkat penalaran problem posingnya lebih tinggi dibandingkan dengan peserta didik yang memiliki gaya belajar visual dan auditorial.AbstractLearning that takes care of the student's learning style is one example of differential learning, so it's easier for teachers to choose the learning medium used to a learning goal. In addition, in the independent curriculum students are also given freedom in constructing their own knowledge, for example, by creating questions and answering questions that have been made, so that will raise the ability of mathematical reasoning of each student. In this case, it is essential for researchers to be able to know students' mathematical reasoning abilities using the problem posing approach in differential learning. This study aims to describe the ability to reason the problem posing reviewed from the learning style of the students in class X TOI 1 SMKN 1 Cerme 2023/2024. The research method used in this study is qualitative descriptive. The research procedure used has three stages: research planning, research execution, research report preparation. As for the instruments used in this study are the reasoning test of the problem posing, the evaluation section of the test of reasoning the problem Posing, and the guidelines of the interview. The results of the study showed that students with visual, kinesthetic, and auditory learning styles had a higher level of ability to rationalize the problem posing. Howev
关注学生学习方式的学习就是差异化学习的一个例子，这样教师更容易选择用于实现学习目标的学习媒介。此外，在自主课程中，学生还可以自由地建构自己的知识，比如通过提出问题和回答已提出的问题，这样就能激发每个学生的数学推理能力。在这种情况下，对于研究人员来说，能够发现在差异化学习中使用问题提出法的学生的数学推理能力是非常重要的。本研究旨在描述 2023/2024 学年 X 班 TOI 1 SMKN 1 Cerme 学生在学习方式方面的问题假设推理能力。本研究采用的研究方法是描述性定性研究。研究程序分为三个阶段，即研究规划、研究实施和研究报告的编写。 本研究使用的工具是问题假设推理测试、问题假设推理测试评估标准和访谈指南。结果显示，视觉型、动觉型和听觉型学习风格的学生的问题推理能力处于中等水平。但从问题假设推理能力分析结果的百分比来看，动觉学习风格的学生与视觉学习风格和听觉学习风格的学生相比，问题假设推理能力水平更高。此外，在自主课程中，学生还可以自由构建自己的知识，例如，通过创造问题和回答已提出的问题，从而提高每个学生的数学推理能力。在这种情况下，研究人员有必要了解学生在差异学习中使用提出问题的方法进行数学推理的能力。本研究旨在从 X 级 TOI 1 SMKN 1 Cerme 2023/2024 班学生的学习风格来描述问题提出审查的推理能力。本研究采用的研究方法是定性描述法。研究程序分为三个阶段：研究规划、研究实施和研究报告编写。 至于本研究使用的工具，则是提出问题的推理测试、提出问题的推理测试的评价部分和访谈指南。研究结果表明，视觉型、动觉型和听觉型学习风格的学生具有较高的问题假设推理能力。然而，从问题假设合理化技能分析结果的百分比来看，与视觉和听觉学习方式的学生相比，动觉学习方式的学生的问题假设合理化水平更高。
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Pub Date : 2024-01-30DOI: 10.5038/1936-4660.17.1.1453
Joel Best
Debates over the appropriate way to measure poverty illustrate the way facts are produced through social processes.
关于衡量贫困的适当方法的争论说明了事实是如何通过社会过程产生的。
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Pub Date : 2024-01-30DOI: 10.5038/1936-4660.17.1.1447
Taras Gula, Miroslav Lovric
In our paper we build a case for conceptualizing numeracy tasks as distinct from mathematical tasks (or at least as a special type of mathematical task), and for abstraction and interpretation as a set of key activities necessary for designating a numeracy task as being high-quality. We start with an attempt to tame the fuzziness of numeracy and its family members (including quantitative reasoning, quantitative literacy, mathematical literacy, and the word problem cousins) by outlining six areas of consensus gleaned from literature. These provide the foundation for a core mandate of numeracy. We then build our case for the distinctness of mathematical and numeracy tasks by focusing our attention on what they are about. Finally, we describe a numeracy thinking process with abstraction and interpretation as key elements that can serve as a foundation for describing characteristics of high-quality numeracy tasks. We use numeracy here as an umbrella term for the wider set of family members even though there is no consensus as to its primacy.
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Pub Date : 2024-01-30DOI: 10.5038/1936-4660.17.1.1460
Nathan D. Grawe
The OECD recently released results from the 2022 administration of the Programme for International Student Assessment test. As other studies suggest, pandemic mitigation policies resulted in deep learning loss including in basic mathematics which forms the foundation of numeracy. Perhaps of greater concern, however, in many countries pandemic effects amplify declining performance that dates back a decade or more. Losses of two or more years' worth of mathematics education are not uncommon among developed countries. The editorial makes an urgent call for research that identifies practical steps to reverse these trends.
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Pub Date : 2024-01-30DOI: 10.5038/1936-4660.17.1.1445
Tanvir Prince
This research centers on implementing Quantitative Reasoning (QR) within a differential equations course at an urban public community college. As a participant in the Numeracy Infusion for College Educators (NICE) faculty development program, I sought to integrate QR skills into my curriculum. Students in the course were introduced to QR goals using real-world data sets, particularly those related to population growth, which aim to enhance their understanding, sharpen their problem-solving abilities, and cultivate a positive perspective on the real-world relevance of mathematics. Preliminary findings indicate varied levels of QR skill development among students. These results underscore the potential benefits of infusing QR into mathematics courses and provide insights for educators looking to adopt similar strategies in their teaching.
这项研究的核心是在一所城市公立社区学院的微分方程课程中实施定量推理（QR）。作为 "大学教育者计算能力渗透"（NICE）教师发展项目的参与者，我试图将 QR 技能融入我的课程中。通过使用真实世界的数据集，尤其是与人口增长相关的数据集，向学生介绍了该课程的 QR 目标，旨在增强他们的理解能力，提高他们解决问题的能力，并培养他们对数学与现实世界相关性的积极看法。初步研究结果表明，学生的 QR 技能发展水平参差不齐。这些结果强调了在数学课程中渗透 QR 的潜在益处，并为希望在教学中采用类似策略的教育工作者提供了启示。
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Pub Date : 2024-01-04DOI: 10.46244/numeracy.v10i2.1903
Cicik Pramesti, Eva Putri Rahayu, Suryanti Suryanti, Riki Suliana R S, Ayu Silvi Lisvian Sari
Pendidikan di Indonesia mengalami suatu keadaan yang disebut learning loos selama kurang lebih dua tahun dikarenakan wabah covid-19. Kondisi tersebut menyebabkan beberapa masalah pembelajaran, khususnya siswa kelas VII-F SMPN 2 Srengat yang mengalami masalah pada pemahaman konsep, minat belajar, dan ketelitian dalam perhitungan. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dilihat dari pemahaman konsep, minat belajar, dan ketelitian dalam perhitungan matematika melalui implementasi pembelajaran Science Technology Engineering Mathematics berbasis Project Based Learning. Penelitian ini merupakan penelitian tindakan kelas dengan menggunakan design Kemmis dan Taggart yang dimodifikasi. Instrumen penelitian yang digunakan berupa lembar observasi pelaksanaan pembelajaran (guru dan siswa), lembar kerja proyek, dan tes. Hasil penelitian menunjukkan bahwa implementasi STEM PjBL dapat meningkatkan hasil belajar siswa berdasarkan indikator pemahaman konsep, minat belajar, dan ketelitian perhitungan. Peningkatan hasil belajar terlihat dari nilai rata-rata yang meningkat dari 69,84 menjadi 79,84 dan ketuntasan klasikal yang meningkat dari 70,97% menjadi 93,55%. Hal ini diperkuat dengan prosentase rata-rata hasil observasi aktivitas guru/peneliti dan siswa masing-masing sebesar 80% dengan kategori baik dan 87,5% dengan kategori sangat baik, serta prosentase rata-rata hasil kerja proyek sebesar 89,6% dengan kategori baik.AbstractEducation in Indonesia has experienced a situation called learning loss for approximately two years due to the Covid-19 outbreak. This condition causes several learning problems, especially class VII-F students at SMPN 2 Srengat who experience problems understanding concepts, interest in learning, and accuracy in calculations. This research aims to improve student learning outcomes in terms of conceptual understanding, interest in learning, and accuracy in mathematical calculations through the implementation of Science Technology Engineering Mathematics learning based on Project Based Learning. This research is classroom action research using a modified Kemmis and Taggart design. The research instruments used were learning implementation observation sheets (teachers and students), project worksheets, and tests. The research results show that the implementation of STEM PjBL can improve student learning outcomes based on indicators of conceptual understanding, interest in learning, and accuracy of calculations. The increase in learning outcomes can be seen from the average score which increased from 69.84 to 79.84 and classical completeness which increased from 70.97% to 93.55%. This is reinforced by the average percentage of observation results of teacher/researcher and student activities of 80% respectively in the good category and 87.5% in the very good category, as well as the average percentage of project work results of 89.6% in the category Good.
{"title":"HASIL BELAJAR MATEMATIKA MELALUI IMPLEMENTASI PEMBELAJARAN SCIENCE TECHNOLOGY ENGINEERING MATHEMATICS BERBASIS PROJECT BASED LEARNING","authors":"Cicik Pramesti, Eva Putri Rahayu, Suryanti Suryanti, Riki Suliana R S, Ayu Silvi Lisvian Sari","doi":"10.46244/numeracy.v10i2.1903","DOIUrl":"https://doi.org/10.46244/numeracy.v10i2.1903","url":null,"abstract":"Pendidikan di Indonesia mengalami suatu keadaan yang disebut learning loos selama kurang lebih dua tahun dikarenakan wabah covid-19. Kondisi tersebut menyebabkan beberapa masalah pembelajaran, khususnya siswa kelas VII-F SMPN 2 Srengat yang mengalami masalah pada pemahaman konsep, minat belajar, dan ketelitian dalam perhitungan. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dilihat dari pemahaman konsep, minat belajar, dan ketelitian dalam perhitungan matematika melalui implementasi pembelajaran Science Technology Engineering Mathematics berbasis Project Based Learning. Penelitian ini merupakan penelitian tindakan kelas dengan menggunakan design Kemmis dan Taggart yang dimodifikasi. Instrumen penelitian yang digunakan berupa lembar observasi pelaksanaan pembelajaran (guru dan siswa), lembar kerja proyek, dan tes. Hasil penelitian menunjukkan bahwa implementasi STEM PjBL dapat meningkatkan hasil belajar siswa berdasarkan indikator pemahaman konsep, minat belajar, dan ketelitian perhitungan. Peningkatan hasil belajar terlihat dari nilai rata-rata yang meningkat dari 69,84 menjadi 79,84 dan ketuntasan klasikal yang meningkat dari 70,97% menjadi 93,55%. Hal ini diperkuat dengan prosentase rata-rata hasil observasi aktivitas guru/peneliti dan siswa masing-masing sebesar 80% dengan kategori baik dan 87,5% dengan kategori sangat baik, serta prosentase rata-rata hasil kerja proyek sebesar 89,6% dengan kategori baik.AbstractEducation in Indonesia has experienced a situation called learning loss for approximately two years due to the Covid-19 outbreak. This condition causes several learning problems, especially class VII-F students at SMPN 2 Srengat who experience problems understanding concepts, interest in learning, and accuracy in calculations. This research aims to improve student learning outcomes in terms of conceptual understanding, interest in learning, and accuracy in mathematical calculations through the implementation of Science Technology Engineering Mathematics learning based on Project Based Learning. This research is classroom action research using a modified Kemmis and Taggart design. The research instruments used were learning implementation observation sheets (teachers and students), project worksheets, and tests. The research results show that the implementation of STEM PjBL can improve student learning outcomes based on indicators of conceptual understanding, interest in learning, and accuracy of calculations. The increase in learning outcomes can be seen from the average score which increased from 69.84 to 79.84 and classical completeness which increased from 70.97% to 93.55%. This is reinforced by the average percentage of observation results of teacher/researcher and student activities of 80% respectively in the good category and 87.5% in the very good category, as well as the average percentage of project work results of 89.6% in the category Good.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"15 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140514043","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 : 2024-01-01DOI: 10.5038/1936-4660.17.1.1451
Deependra Budhathoki, Gregory D. Foley, Stephen Shadik
Many educators and professional organizations recommend Quantitative Reasoning as the best entry-level postsecondary mathematics course for non-STEM majors. However, novice and veteran instructors who have no prior experience in teaching a QR course often express their ignorance of the content to choose for this course, the instruction to offer students, and the assessments to measure student learning. We conducted a case study to investigate the initial implementation of an entry-level university quantitative reasoning course during fall semester, 2018. The participants were the course instructor and students. We examined the instructor’s motives and actions and the students’ responses to the course. The instructor had no prior experience teaching a QR course but did have 15 years of experience teaching student-centered mathematics. Data included course artifacts, class observations, an instructor interview, and students’ written reflections. Because this was a new course—and to adapt to student needs—the instructor employed his instructional autonomy and remained flexible in designing and enacting the course content, instruction, and assessment. His instructional decision making and flexible approach helped the instructor tailor the learning activities and teaching practices to the needs and interests of the students. The students generally appreciated and benefited from this approach, enjoyed the course, and provided positive remarks about the instructors’ practices.
{"title":"Instructional Decision Making in a Gateway Quantitative Reasoning Course","authors":"Deependra Budhathoki, Gregory D. Foley, Stephen Shadik","doi":"10.5038/1936-4660.17.1.1451","DOIUrl":"https://doi.org/10.5038/1936-4660.17.1.1451","url":null,"abstract":"Many educators and professional organizations recommend Quantitative Reasoning as the best entry-level postsecondary mathematics course for non-STEM majors. However, novice and veteran instructors who have no prior experience in teaching a QR course often express their ignorance of the content to choose for this course, the instruction to offer students, and the assessments to measure student learning. We conducted a case study to investigate the initial implementation of an entry-level university quantitative reasoning course during fall semester, 2018. The participants were the course instructor and students. We examined the instructor’s motives and actions and the students’ responses to the course. The instructor had no prior experience teaching a QR course but did have 15 years of experience teaching student-centered mathematics. Data included course artifacts, class observations, an instructor interview, and students’ written reflections. Because this was a new course—and to adapt to student needs—the instructor employed his instructional autonomy and remained flexible in designing and enacting the course content, instruction, and assessment. His instructional decision making and flexible approach helped the instructor tailor the learning activities and teaching practices to the needs and interests of the students. The students generally appreciated and benefited from this approach, enjoyed the course, and provided positive remarks about the instructors’ practices.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"18 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139456873","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 : 2023-07-01DOI: 10.5038/1936-4660.16.2.1450
Nathan D Grawe
The COVID-19 pandemic and policy responses designed to mitigate transmission have caused deep and persistent mathematics learning loss among K–12 students. While initial data might have been read optimistically as a blip that would reverse once schools returned to normal, 2023 data from the National Assessment of Educational Progress (NAEP) show that losses persist. While the NAEP does not directly measure quantitative reasoning (QR), the data present a disturbing picture for QR instruction and call for new lines of research that inform QR pedagogical response.
{"title":"COVID Learning Loss: A Call to Action","authors":"Nathan D Grawe","doi":"10.5038/1936-4660.16.2.1450","DOIUrl":"https://doi.org/10.5038/1936-4660.16.2.1450","url":null,"abstract":"The COVID-19 pandemic and policy responses designed to mitigate transmission have caused deep and persistent mathematics learning loss among K–12 students. While initial data might have been read optimistically as a blip that would reverse once schools returned to normal, 2023 data from the National Assessment of Educational Progress (NAEP) show that losses persist. While the NAEP does not directly measure quantitative reasoning (QR), the data present a disturbing picture for QR instruction and call for new lines of research that inform QR pedagogical response.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135762100","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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