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"Penelitian ini menyelidiki efek audiens dalam kinerja tugas pada tes matematika di kalangan mahasiswa. Sebanyak 40 mahasiswa di University of Queensland terlibat sebagai partisipan dalam eksperimen independent groups ini. Partisipan mengerjakan tes matematika yang diberi waktu di bawah salah satu dari dua kondisi eksperimental; 20 peserta dalam kondisi dengan audiens dan 20 peserta dalam kondisi tanpa audiens. Hasil penelitian ini menunjukkan bahwa peserta dalam kondisi dengan audiens melaporkan skor evaluation apprehension yang lebih tinggi daripada peserta dalam kondisi tanpa audiens, tetapi kinerja peserta di kedua kondisi tidak berbeda. Ini menunjukkan bahwa temuan penelitian ini konsisten dengan Evaluation Apprehension Theory (Cottrell, 1972) yang mengatakan bahwa kehadiran audiens membuat kita merasa dievaluasi, tetapi bertentangan dengan temuan Henchy & Glass (1968) yang menunjukkan bahwa probablitas respons yang benar akan lebih tinggi untuk peserta yang berpikir kinerja mereka dievaluasi.

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The present study investigated audience effects in task performance on math test among university students. An independent groups experiment was conducted involving 40 students at the University of Queensland as participants. Participants performed a timed math test in one of the two experimental conditions; 20 participants in audience condition and 20 participants in no audience condition. Results showed that participants in audience condition reported higher scores of evaluation apprehension than participants in no audience condition but task performance of participants in both conditions did not differ. This suggested that findings of this study was consistent with Evaluation Apprehension Theory (Cottrell, 1972) which suggested that the presence of an audience makes us feel evaluated but went against the findings of Henchy & Glass (1968) which showed that dominant response likelihood was higher for participants who thought their performance was evaluated. "

"ABSTRAKSistem tutor untuk membantu slswa dalam nempelajarl kemampuan memecahkan masalah yang didasarkan pada strategl Polya telab dikembangkan, dan dlterapkan untuk mengajarkan pemecahan masalah dalam arithmetIka berbentuk cerita di Sekolah Dasar.Sistem tutor inl dikembangkan sebagai sebuah model perangkat lunak pendidlkan, dimana implementasi dara aapek-aspek pengajaran yang berbeda dlpisahkan menjadi bagian-bagian yang terlepas. Sebuah sistem basis-data informasi sederhana telah dikembangkan untuk mendukung model tersebut. Kemudahan dalam hal mengubah-ubah basis-data informal membuat sistem lebih luwes, mudah dladaptasikan dengan kegiatan pengajaran yang lebih luas dan dengan kondisi slswa yang lebih bervarlasi. Kemungkinan pengakssaan basis-data informasi cecara terpadu dimanfaatkan untuk lebib membuka dialog antara sistem dengan siswa, sehingga informan pengajaran dapat disajlkan dengan lebih utuh dan umpan-balik bisa lebih diperkaya.Karakteristik dari sistem dalam operasinya adalah menerapkan konsep belajar hirarki. Teknik pilihan bertahap secara khusua dlkembangkan untuk mendukung konsep tersebut. Pada aaat yang sama sistem juga menerapkan konsep belajar siswa aktif. Siswa selalu ditantang untuk bertanya dan beruaaba menjawab soal. Sistem secara cermat menganalisa kesalahan siswa, kemudian memberikan umpan-balik yang tepat dan mengarah.Interaksi antara sistem dengan siswa sepenuhnya dipandu dengan "pull-down menu", sehlngga antar-muka pemakai tampak konsisten dan pengoperasian sistem menjadi lebih mudah.

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AbstractA tutoring system to help student to learn problem-solving skill, which is based on Polya strategy has been developed and used In elementary school mathematics course to teach arithmetics story problem.It is implemented as an educational software, where different instructional aspects of implementation are separated into conceptually independent parts. A simple information database has been developed to support this model. The ease of varying the information database make the model more flexible. It can be easily adapted for a wide range of instructional activities and student populations. Moreover The possibility of integrated access of several database is used to open more dialog between system and student. Hence instructIonal information can be presented In more complete form, and on the other side feedback can be given in rich variation.Important characteristics of this system include application of hierarchical learning concept. Terraced pull-down menu is specially developed to support that concept. At the same time the system apply student oriented learning concept. lt ways stimulate student to ask missed information and do exercise. It gently recognizing student misconceptions and giving appropriate feedback.In order to maintain the consistency of user interface and to make rashness of system usage, system-student-interactions in a whole are directed by pull-down menu."

"This book identifies some of the challenges, political, mathematical, community based, and pedagogical, to the mathematics register, faced by an Indigenous school, in this case a Mäori immersion school. It also details the solutions created by the collaboration of teachers, researchers and community members."

"What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they ‘tailor’ them for their use and pupil learning? Teachers collect resources, select, transform, share, implement, and revise them. Documentation refers to the complex and interactive ways that teachers work with resources, in-class and out-of-class, individually, but also collectively."

"The focus of this book is the fundamental influence of the cyphering tradition on mathematics education in North American colleges, schools, and apprenticeship training classes between 1607 and 1861. It is the first book on the history of North American mathematics education to be written from that perspective. The principal data source is a set of 207 handwritten cyphering books that have never previously been subjected to careful historical analysis."

"Using Mathematics to Understand the World: How Culture Promotes Children's Mathematics offers fundamental insight into how mathematics permeates our lives as a way of representing and thinking about the world.　Internationally renowned experts Terezinha Nunes and Peter Bryant examine research into children’s mathematical development to show why it is important to distinguish between quantities, relations and numbers. Using Mathematics to Understand the World presents a theory about the development of children’s quantitative reasoning and reveals why and how teaching about quantitative reasoning can be used to improve children’s mathematical attainment in school. It describes how learning about the analytical meaning of numbers is established as part of mathematics at school but quantitative reasoning is emphasized less even though it is increasingly acclaimed as essential for thinking mathematically and for using mathematics to understand the world.This essential text is for all students of mathematics education, developmental psychology and cognitive psychology. By including activities for parents and professionals to try themselves, it may help you to recognize your own quantitative reasoning."

"This book, resulting from the 19th ICMI Study, brings together a variety of viewpoints on issues such as : (1) the potential role of reasoning and proof in deepening mathematical understanding in the classroom as it does in mathematical practice, (2) the developmental nature of mathematical reasoning and proof in teaching and learning from the earliest grades, and (3) the development of suitable curriculum materials and teacher education programs to support the teaching of proof and proving."

"CRYSTAL?Alberta was established to research ways to improve students? understanding and reasoning in science and mathematics. To accomplish this goal, faculty members in Education, Science, and Engineering, as well as school teachers joined forces to produce a resource bank of innovative and tested instructional materials that are transforming teaching in the K-12 classroom. Many of the instructional materials cross traditional disciplinary boundaries and explore contemporary topics such as global climate change and the spread of the West Nile virus. Combined with an emphasis on the use of visualizations, the instructional materials improve students? engagement with science and mathematics. "

"This book is the result of a joint venture between Professor Akio Kawauchi, Osaka City University, well-known for his research in knot theory, and the Osaka study group of mathematics education, founded by Professor Hirokazu Okamori and now chaired by his successor Professor Tomoko Yanagimoto, Osaka Kyoiku University. The seven chapters address the teaching and learning of knot theory from several perspectives. Readers will find an extremely clear and concise introduction to the fundamentals of knot theory, an overview of curricular developments in Japan, and in particular a series of teaching."