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数学的实践与认识最新文献

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Face detection system using principal component analysis (PCA) method with eigenface algorithm 人脸检测系统采用主成分分析(PCA)方法和特征脸算法
数学的实践与认识 Pub Date : 2022-01-01 DOI: 10.1063/5.0109551
Fikri Yansyah, N. Waryanto
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引用次数: 0
Assessment of contextual learning in mathematics education 数学教育中情境学习的评价
数学的实践与认识 Pub Date : 2022-01-01 DOI: 10.1063/5.0111142
Sadida Hasanah, H. Retnawati
{"title":"Assessment of contextual learning in mathematics education","authors":"Sadida Hasanah, H. Retnawati","doi":"10.1063/5.0111142","DOIUrl":"https://doi.org/10.1063/5.0111142","url":null,"abstract":"","PeriodicalId":66064,"journal":{"name":"数学的实践与认识","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74264807","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}
引用次数: 0
The effect of contextual approach on students' mathematical problem solving ability 情境教学法对学生数学解题能力的影响
数学的实践与认识 Pub Date : 2022-01-01 DOI: 10.1063/5.0108528
D. Fernando, A. Wijaya
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引用次数: 0
Edutainment based on augmented reality: Development of learning media with students’ learning interest oriented 基于增强现实的寓教于乐:以学生学习兴趣为导向的学习媒体开发
数学的实践与认识 Pub Date : 2022-01-01 DOI: 10.1063/5.0108249
Naila Hayu Azizah, W. Setyaningrum
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引用次数: 1
Gender differences in mathematics achievement, competitiveness, fear of failure, and resilience: Analysis of PISA 2018 in Indonesia 数学成绩、竞争力、对失败的恐惧和弹性的性别差异:对2018年印尼PISA的分析
数学的实践与认识 Pub Date : 2022-01-01 DOI: 10.1063/5.0107819
Dian Rahmawati, Kismiantini
{"title":"Gender differences in mathematics achievement, competitiveness, fear of failure, and resilience: Analysis of PISA 2018 in Indonesia","authors":"Dian Rahmawati, Kismiantini","doi":"10.1063/5.0107819","DOIUrl":"https://doi.org/10.1063/5.0107819","url":null,"abstract":"","PeriodicalId":66064,"journal":{"name":"数学的实践与认识","volume":"os-47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87240109","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}
引用次数: 0
How school size and student teacher ratio affecting the students’ mathematics achievement 学校规模和生师比例如何影响学生的数学成绩
数学的实践与认识 Pub Date : 2022-01-01 DOI: 10.1063/5.0130178
Rahmiliasari Samnufida, Kismiantini
{"title":"How school size and student teacher ratio affecting the students’ mathematics achievement","authors":"Rahmiliasari Samnufida, Kismiantini","doi":"10.1063/5.0130178","DOIUrl":"https://doi.org/10.1063/5.0130178","url":null,"abstract":"","PeriodicalId":66064,"journal":{"name":"数学的实践与认识","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87040857","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}
引用次数: 0
Teachers’ barriers in implementing integrated STEM education: A literature review 教师实施STEM综合教育的障碍:文献综述
数学的实践与认识 Pub Date : 2022-01-01 DOI: 10.1063/5.0108059
Surya Shofiyana Sukarman, H. Retnawati
{"title":"Teachers’ barriers in implementing integrated STEM education: A literature review","authors":"Surya Shofiyana Sukarman, H. Retnawati","doi":"10.1063/5.0108059","DOIUrl":"https://doi.org/10.1063/5.0108059","url":null,"abstract":"","PeriodicalId":66064,"journal":{"name":"数学的实践与认识","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84641312","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}
引用次数: 0
Scaffolding in model eliciting activities (MEAs) to enhance creative thinking skills in learning mathematics 在模型启发活动中搭建脚手架，提高数学学习中的创造性思维能力
数学的实践与认识 Pub Date : 2022-01-01 DOI: 10.1063/5.0107846
A. Nuryadi, Hartono
{"title":"Scaffolding in model eliciting activities (MEAs) to enhance creative thinking skills in learning mathematics","authors":"A. Nuryadi, Hartono","doi":"10.1063/5.0107846","DOIUrl":"https://doi.org/10.1063/5.0107846","url":null,"abstract":"","PeriodicalId":66064,"journal":{"name":"数学的实践与认识","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80478722","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}
引用次数: 0
Analysis of student conception of exponentiation using three-tier test 用三层测验分析学生幂概念
数学的实践与认识 Pub Date : 2022-01-01 DOI: 10.1063/5.0107802
Syarifah Fadillah, Dwi Oktaviana, Reni Astuti
{"title":"Analysis of student conception of exponentiation using three-tier test","authors":"Syarifah Fadillah, Dwi Oktaviana, Reni Astuti","doi":"10.1063/5.0107802","DOIUrl":"https://doi.org/10.1063/5.0107802","url":null,"abstract":"","PeriodicalId":66064,"journal":{"name":"数学的实践与认识","volume":"52 364 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83741642","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}
引用次数: 0
The profile of students’ self-regulated learning in online mathematics learning 在线数学学习中学生自主学习的概况
数学的实践与认识 Pub Date : 2022-01-01 DOI: 10.1063/5.0108410
Latifa Permatasari Fahmad, Kana Hidayati
{"title":"The profile of students’ self-regulated learning in online mathematics learning","authors":"Latifa Permatasari Fahmad, Kana Hidayati","doi":"10.1063/5.0108410","DOIUrl":"https://doi.org/10.1063/5.0108410","url":null,"abstract":"Online learning has been carried out in almost all schools in Indonesia. The executed implementation of online learning seems to have been sudden, and perhaps with minimal preparation, needs attention. This is because the COVID-19 pandemic required teaching and learning activities to be performed online to prevent the broader spread of COVID-19. Self-Regulated Learning (SRL) is an essential ability in implementing online learning, one of which is online mathematics learning. This study aimed to describe how the SRL profile of senior high school students in online mathematics learning. The study subjects were 138 high school students aged 16-18 in.4 high schools in Rejang Lebong who have received online mathematics learning. The data were collected through 5-point Likert-type scale instruments and interviews. The result showed that (1) the level of students' SRL in online mathematics learning was mostly moderate and low, (2) the percentages of students who have a very low, low, moderate, high, and very high SRL level in online mathematics learning are 1%, 27.5%, 61.5%, 10%, and 0%, and (3) the percentage of some SRL indicators such as self-motivation, time-management, and task strategies, were still below 60% each. © 2022 Author(s).","PeriodicalId":66064,"journal":{"name":"数学的实践与认识","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84281482","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}
引用次数: 0
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