情境教学能力对数学概念理解的影响

A. Yudha, Sufianto Sufianto, B. E. P. Damara, Budi Taqwan, S. Haji
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引用次数: 4

摘要

本研究旨在探讨情境教学对数学概念理解能力的影响。本研究采用定性描述的方法,研究的类型是图书馆研究,从各种来源获得的与调查事项相关的数据以书籍和文献的形式或研究结果和著述的形式进行,研究的期刊既包括国内期刊也包括国际期刊。本研究结果显示,情境教学对学生的概念理解有影响。为了达到这一目的,教师应该了解和掌握各种情境教学的方法,以提高学生在数学学习中对概念的理解能力。这项研究的含义是其他人的研究结果或理论的集合,这些结果或理论是想要研究的问题的基础。关键词:情境教学;理解数学概念
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Impact of Contextual Teaching and Learning (CTL) Ability in Understanding Mathematical Concepts
The purpose of this research was to identify the impact of Contextual Teaching and Learning (CTL) on the ability of understand of mathematical concepts. This study used a qualitative descriptive approach to the type of study is a library research, the data obtained from various sources related to the matters under investigation in the form of books and literature or the results of research and writings related to research the journal is both national and international journals. The results of this study indicate that Contextual Teaching and Learning (CTL) can have an impact on students' understanding of the concept. In order to achieve this, teacher should know and master various ways to teach students with Contextual Teaching and Learning (CTL) that can be used to improve students' ability to understand concepts in mathematics learning. The implication in this research is a collection of results of other people's research or theories underlying the problem that is wanted to be studied. Keywords—Contextual Teaching and Learning (CTL); understand of mathematical concepts
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