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TUGAS 2

TUGAS 2

Nama : Andini Prawitasari S


NPM : 162151088
Kelas : 2016 C
No Judul Rumusan Masalah Hasil
1. Toward a set of design 1. What types of indttuctional Whereas the flipped classroom approach has become increasingly
principles for mathematics activities sre used outside and popular in mathematics education, we need empirically based
flipped classrooms: A inside mathematics flipped principles rather than more instructor intuition to guide the design
synthesis of research in classrooms? and implementation of flipped courses. A systematic literature
mathematics education 2. What is the effect of mathematics review was conducted, aimed at examining the effects of flipped
flipped classrooms on student learning, synthesizing the findings of how this instructional
achievement compared to their approach benefits student learning, and identifying the challenges
traditional counterpart? encountered in flipped mathematics courses. The results showed
3. How does the flipped classroom an overall significant effect in favor of the flipped classroom over
approach benefit student learning in the traditional classroom for mathematics education (Hedges’ g =
mathematics courses? 0.298, 95% CI [0.16,0.44]), with no evidence of publication bias.
4. What are the challeges to In addition, we found that the top three benefits reported were all
implementing mahematics flipped related to the students’ in-class learning experiences, namely the
classrooms? instructor’s individualized feedback, peer-assisted learning, and
more in-class time for important concepts/activities. Finally, we
found that the students’ unfamiliarity with flipped learning and the
instructors’ significant start-up effort were the two major
challenges to implementing flipped classrooms. Based on the
findings, we proposed a set of 10 design principles focusing on
three aspects of flipped classroom practices, including the
transition to the flipped classroom, out-of-class learning design,
and in-class learning design.

2. Studying preservice teacher The present study aims to examine the In summary, our finding converge with previous research that has
math anxiety and role of mathematics anxiety, WM, and showed the negative effects of mathematics anxiety on
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mathematics performance in spatial ability in education-major’s individual’s performance in all the three mathematical areas, thus
geometry, words, and non- problem solving in three mathematical providing a full support for the hypothesis that math anxiety is a
word problem sloving. domain: geometry, word and non- positive predictor of mathematics performance in geometry, word,
word problems, focusing exclusively and non-word problem solving (H1). Our data suggest that in spite
on higher level thingking skills. of considerable differences in mathematics
Specifically, the following three performance levels across the three mathematical domains, i.e.,
hypotheses were tested in the study: 34% correct in geometry, 54% correct inword problems, and 67%
1. Math anxiety is negative predictor correct in non-word problems, the predicting power of math
of mathematics performancce in anxiety did not very by a mathematical problem-solving domain.
geometry, word, and non-word Perhaps, the fact that our statistical models controlled for the
problem solving in under graduate effects of WM and spatial ability may explain these findings. After
education-majors. controlling for the effects of math anxiety, WM was a significant
2. Cognitive processes, skills, and (positive) predictor of non-word problem solving only. Although
attitudes mediate the relationship WM significantly correlated with an individual's geometry
between mathematics problem- performance and solving non-word problems, WM accounted for a
solving and math anxiety in each of significant proportion of the variance in predicting student
the three areas of mathematics proficiency only in non word problem-solving after controlling for
pblem-solving (geometry, word, the effects of math anxiety. WM was not a significant predictor of
and non-word problem sloving) geometry and word problemsolving performance after controlling
3. The relationships between for the effects of math anxiety. It is also important to note that the
mathematics performance and math present study assessed WM using a non-word problemsolving task
anxiety very by a mathematical accompanied by letter recall,which might have explained why
problem-solving doamin WM was a significant predictor of non-word problem solving
(geometry, word, and non-word only. With regard to word problems, we suggest that
problem solving). comprehending words and language structures in math word
problems at a sixthgrade-math difficulty level, which usually
include three or four sentences, does not present a complex
reading processing challenge for undergraduate students and
consequently does not require substantial WM resources to
comprehend mathematical word problems and keep track of
incoming information. In addition, word problems required less
multiple calculation executions than geometry or nonword
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problems due to the nature of a mathematical task. Nevertheless,


students scored only 54% correct on word problem-solving.We
believe that this relatively low proficiency inword problem-solving
could be attributed to the insufficient underlying mathematical
content knowledge. Another explanation for this non-significant
relationship between WM and word problemsolving could be
attributed to the relatively small sample size employed in the
study. In addition, non-cognitive factors such as student
motivation to
solve mathematical problems and their self-efficacy could possibly
explain the lack of consistent effects of WM on student
mathematics performance in each of the three mathematical
domains. Our study participants scored relatively lower on
geometry (34% correct) and word problems (54% correct) than on
non-word problem questions (67% correct). The relatively low
geometry and word problem-solving performance coupled with
high math anxiety and low confidence in learning mathematics
may imply participants' low self-efficacy beliefs about their
confidence of solving geometry or word problems. The low self-
efficacy beliefs could presumably inhibit participants' motivation
to engage in problem solving. Future research should attempt to
examine the role of both cognitive and non-cognitive variables in
mathematics problem solving in students with various levels of
content knowledge. Spatial ability was a significant (positive)
predictor of student proficiency in geometry (β = 0.33) and word
problem-solving (β = 0.32) after controlling for the effects of math
anxiety and WM.

3. Examining the association of The results of this study represent The current study utilizied latent class analyses within the context
over-claiming with findings from a sample of 15-year-olds of over-claiming and achievement, which is a novel contribution
mathematics achievement across the United States (n=4978). to hte literature. In this study, we re-conceptualized the
Three distinct latent classes were relationship over-claiming and achievement with the existence of
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identified. One latent class distinct gropus and provided possible explanations of mixed
demonstrated significantly lower resulits about the relationship between over-claiming and
scores on all motivational indicators cognitive aability from previous research studies. In particular, we
examined than the other two latent identified three patterns of student tendency to over-claim, their
classes, suggesting disengagement in reported familiarity, and their achievement in mathematics, and
this latent class. Students from the rest labeled them as: non-over-claiming high achievers. That is, group
two nondisengaged latent classes were differences in over-claiming were recognized, and the group
considered as engaged students. pattern with reported familiarity and achievement in mathematics
Results indicate that over-claiming has was also identified. For instance,when students were engaged but
a significant negative relationship with over-claimede, on average, the had a lower mathematics
student achievement in mathematics achievement compared to students who were engaged nut did not
among the engaged students. The over-claim. Additionally the lowest-achieving group in
disengaged group appears to over- mathmatics also over-claimed the least in their knowledge of
claim the least. The relationships mathematics. Consistently, this group was less engaged with
among these three latent classes school compared to the other two groups. This group of students
provide possible explanations as to appeared to be the ripest for potential growth given the lower
why the current literature reported levels of achievement and engagement. This study contributed to
mixed results regarding the the previous body of research on the topic of over-claiming by
relationships between including achievement and identifyin groups of learners in their
over-claiming and achievement or over-claiming tendency, their reported familiarity, and their
cognitive ability. achievement in mathematics.
4. The model object-product- The results of this study Pedagogical practice has enabled the establishment of the
cognitive operation through The research started fro the following conclusions:
mathematical education assumption that: if the students will  Increasing learning efficiency requires that students should
use to the operationalization model build general learning skills, which may be formed during the
ovject – capacity – item proposed by teaching-learning activity from other disciplines;
D’Hainaut’s they will form and grow  Mastery of such skills is better if the same method is applied
among middle school students, skill in the teaching-learning activity of several disciplines from
and abilities to solve problem and their training process;
exercises and lessons will be more  The most important learning skills, which should be given
effective and better student outcomes. special attention in school are: independent work with
handbooks and corpora;
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 Independent performance of calculi, solving, measuring,


observations, experiments, applications.
The rapid building of the learning skills, required for performing
observations and experiments, is achieved if the teacher engages
the students in analysing the structure of the observation,
experiment and practical applications as forms of activity and in
finding ways to solve particular problems. The analysis of the 260
students in grades 5-8 from “Ştefan cel Mare” Pedagogic National
High-school has shown that the students who display learning
skills characteristic of Mathematics: tend to learn more in a
shorter time; have got 18% higher grades in mathematics; have
been able to apply concepts and theorems efficiently in solving
problems. The percentage of the students who showed their
interest in studying Mathematics following the initiation in the
particularities of mathematical activity has grown from 73,1% to
89,5%. In middle school, 58% of the seventh graders and 48% of
the eighth graders believe that their knowledge of the elements
and properties of a
fundamental notion or configuration has helped them in achieving
high quality papers and improving their attitude towards their
school. The students have obtained better results in the
Mathematical tests from the National Evaluation contest.
5. Mathematical Education – This paper aims to provide an accurate Mathematics is creative, exciting and multifaceted. Mathematics is
Improving Methods for High view of the current situation, the future. Without mathematics, key modern technologies would
School Terminal Classes presenting several efficient methods, be unimaginable. In fact, without mathematics, the entire universe
whic will provide support to students. would most likely remain a complete mystery to us
Their quality is going to teach future (www.cascaeducation.ca, 2013). Current research findings show
student how to learn effectively, that the nature of mathematics teaching significantly affects the
targeting those who wish to follow nature and outcomes of student learning. This highlights the huge
further university technical profiles. responsibility teachers have for their students’ mathematical well
being. In this research, we offer some of principles as a starting
point for discussing change, innovation, and reform. This paper
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offers ways to address that complexity and to make mathematics


teaching more effective. Major innovation and genuine reform
require aligning the efforts of all those involved in students’
mathematical development: teachers, researchers, parents,
specialist support services, school boards, policy makers, and the
students themselves. Changes need to be negotiated and carried
through in the classrooms, teams, departments, and faculties, and
in teacher education programmes. Innovation and
reform must be provided with adequate resources. Schools,
communities and nations need to ensure that their teachers have
the knowledge, skills, resources and incentives to provide students
with the very best learning opportunities. In this way, all students
will develop their mathematical proficiency. In addition, all
students will have the opportunity to view themselves as powerful
learners of mathematics. .
6. Teachers’ perspective of Teachers’ perception of changes to In this study the link between teacher perception of their use of
changes in their practice their teaching practice, with respect to digital technologies in their mathematics classrooms during a three
during a technology in digital technology use in secondary year project was explored. Teacher responses to questions
mathematics eduaction school mathematics, during their regarding (1) their position on their style of teaching, (2) their
research project participation in research project are position on their style of teaching of function by integrating
reported. Two case studies are technology into their teaching of Year 9 and 10 mathematics
presented of teacher perspective students, and (3) the extent and purpose to which various
illustrative of the range of perceived technology types were used; were analyzed and presented mainly
change teachers made to their practice through two illustrative cases. Additional supporting data were
and position along the ‘path of presented in the form of mathematical tasks developed and
change’ during their participation in implemented by the teachers and responses during project
the project. Participating in a project interviews. The study found that teacher participation in a
supportive of teacher chage and technology in mathematics education program could lead to
resulting in perception of substantial (perceived) change in the nature of technology use. On one hand,
change was necessary, but not this perceived change may not truly reflect the actual change,
sufficient, to meet the goal of whereas on the other hand, a teacher who continued to see
transformative use of digital technology as a supplement perceived little need
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technologies to increase the level of to change her practice over the course of the project and so did
cognitive demand experienced by not.
students.
7. Students’ creative thinking The implementation of RME has a The accomplishment of student’s creative ideas is a process of the
process stage: relevance to the creative thinking mathematical activity. This is in accordance with the opinion of
implementation of realistic process. For proving it scientifically or (Riedesel, Schwartz, & Clements, 1996) state that mathematics is
mathematics education something falsified truth, refers to an activity (doing mathematics). Doing mathematics does not only
(Popper, 1979) phrase “doubting focus on the end solution but also how the process takes
something” is the first step to place, such as: search the patterns and rapport, conjecture testing
understanding in more depth problem as well as result estimation. Someone is required to use and adapt
by reviewing it scientifically through a his/her gained knowledge in the activity process to create a new
research process. The research understanding. Apart from the developed activities in mathematics
questions are: itself, the process of developing new knowledge can be also
1. How many stages of creative started from the activities at the outside of mathematics to solve
thinking process do the elementary the contextual problems. This process can enhance the student’s
school students do by implementing adaptive reasoning ability, particularly in overcoming problems at
RME? outside of mathematics matter
2. How do elementary school which can be possibly solved mathematically.
students construct their The constructed mathematics activities with the concrete matters
mathematics cognitive knowledge and link to the idea objects that are found in the daily life is
at every stage of creative thinking relevant to the principles and characteristics of RME. According to
process by implementing RME? Heuvel-Panhuizen, (2007),
For addressing the two questions the mathematical idea process closely links to the view of
above, the research goal is to find the mathematics as a human activity, therefore the best way to learn
students’ mathematics cognitive mathematics is by doing or undertaking the designed specially
knowledge at every stage of creative problems. Furthermore, RME has a reality principle as a
thinking process by implementing mathematic learning approach in general.The main objective of
RME based on perspective theory. RME is to enable students to apply mathematics. In RME, the
reality principle is not always developed during the last stage of a
lesson process, but also a source to learn mathematics.
Mathematics is developed from the reality of mathematics, thus
learning mathematics should be also begun by a realistic
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mathematics process.
8. The relationship between The purpose of the present study was
secondary school students’ to explore the relationship between
arithmetic perfomance and seventh grade secondary students’
their mathematical literacy performance and their mathematical
literacy.
In the present study, investigations
were conducted to seek the answer to
the research question, “What kind of a
relationship is there between Students’
Arithmetic Performance Scores and
their Mathematical Literacy Scores?”
9. How Competition and How the effectiveness of an In general, the results do not favor collaboration and/or
Heterogenous Collaboration educational mathematics game for competition over conditions where
interact in Orevocational improving proportional reasoning in these are not incorporated. However, an issue to consider is that
Game-Based Mathematics students from prevocational the current study only employed
Education education? domain knowledge measures; informal observations from teachers
and researchers in this study suggest that collaboration did have
added value. During the data collection for the current study, the
groups that collaborated seemed more manageable (this was
noticed by the researcher and was stated by the teachers involved);
students were calmer, asked fewer questions, and seemed more
focused on the game. Also, as several other studies have shown,
both collaboration and competition can foster situational interest,
motivation, enjoyment and mastery-goal orientation (Van Eck &
Dempsey, 2002). We would recommend further investigation of
other possible effects of collaboration in combination with game-
based learning, e.g., effects on student perceptions (e.g.,
motivation, experienced frustration), and teacher perceptions. In
addition, future research might benefit from inclusion of a
manipulation check, though collaboration is
quite a salient element, it might be that students did not feel that
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they had to collaborate. The


same goes for competition. Monitoring of students experience of
the manipulation could provide
10 An emerging methodology How to develop greater understanding We have described a methodology that has evolved over the last
. for studying mathematics of conceptual learning and dozen years. The methodology was generated to study the
concept learning and instructional design that promotes individual’s conceptual learning process, an endeavor rarely
instructional design conceptual learning ? undertaken. We have articulated the methodological problems that
How to develop empirically-based such
hypothetical learning trajectories for work entails and described how our selection of the teaching
particular mathematical concepts? experiment methodology and the modifications we have made to it
address those problems. We have explained our analysis process
and how it allows empirically-based inferences to be built up,
which
form the basis of the conclusions drawn. Finally, we have
indicated how these conclusions form the basis of the
modifications of our
HLTs.
In the final section, we discussed how rigorous research on the
learning and design for particular concepts can be the raw material
for additions and modifications to theory of learning and design.
11 Technology-Enhance How to supporting student To sum up results from these three education level, we found that
. Learning in Science, conceptual learning in several areas the use of CER model (i.e., step 1 constructing CER, step 2
Technology, and such as mathematics, science, and presetting intensity of test item and related concepts, step 3
Mathematics Education: computer science. Moreover, the calculating incorrect answer ratio, and step
Results on Supporting guideline for 4 tracing learning problem based on CER) could help students to
Student Learning researchers/practitioners is also aware of their conceptual learning problems, improve their
presented at the end of this paper.? concept learning ability based on the given corresponding learning
materials. We suggest that the application of CER model could be
benefit for developing testing and diagnostic system linked with
personalized technology-enhanced learning. Moreover, it could be
helpful for students in all levels including elementary,
secondary, and higher education levels. However, when applying
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the CER model, there are several factors need to be taken into
account such as constructing CER by single or multiple experts
and presetting intensity of test item
and related concepts by single or multiple experts.
12 The Enhancement Is there enhancement difference of Based on analysis result, mathematic learning either taught by
. Difference of Student students mathematical problem guided discovery learning or direct learning can be concluded as
Mathematical Problem sloving ability taught by guided follows:
Solving Ability between discovery learning model and taught
Guided Discovery Learning by direct learning model? a. There is enhancement difference of student mathematical
Model and Direct Learning I N-gain of students mathematical problem solving ability taught by guided discovery learning and
Model problem solving ability taught by taught by direct learning.
guided discovery learning model b. N-gain of students mathematical problem solving ability taught
higher than taught by direct learning by guided discovery learning model is higher than taught by direct
model? learning model.
13 Mathematics anxiety a This studyexamines the extent to Psychological variables that may lessen MA have not been widely
. function of multidimension which multidimensional self- explored. In this study we demonstrate that MA can be accurately
self-regulation and self- regulation and self-efficacy (modeled modeled as a function of both multidimensional selfregulation and
efficacy. as interacting antecedent variables) self-efficacy. This modeling suggests that both self-regulation and
affect students’ math anxiety at middle self-efficacy are key variables in students’ anxious
school level, taking into account reactions to mathematics. Moreover, the study demonstrates that a
the influence of age and gender. broadly similar pattern of relationships between MA and its
antecedent variables to that identified in Western contexts
alsoexists in a non-Western sample. This finding suggests that
Western MA research may potentially generalize to at least one
cross-cultural
setting.
14 The ability to do It is no surprise that this skill is We have designed a learning strategy based on three pedagogical
. mathematical modelling of difficult to acquire and is not easy to models. One of them is the Integrated Learning Processes which
reality is a skill sought after transfer from academia to the real take students through neurology based cycles of ever increasing
by employers and a world. How is Mathematical knowledge complexity in which students observe, reflect/analyse,
necessary requirement for Modelling Learning strategy in which plan/synthesize and act, and then start again. Also, the ILP model
undergraduate engineering students create a model that will helps establish motivators to drive students using collaborative
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and science students. predict behaviour of existing learning not


phenomena using real data? only as motivator but also as affective support. The second
pedagogical model is thus Collaborative Learning. CL success’ is
supported by the Integrated Metacognitive Processes model, our
third model,
that helps to establish the ecosystem of the learning strategy
determining what are our academic objectives, what are our
learning subjects, contexts and processes, and what should be the
appropriate
learning technology. We have been able to present evidence that
the Mathematical Modelling Based Learning strategy
could help students learn new concepts, new procedures, to
transform knowledge, and to uses their creativity and imagination
by motivating students and taking them through the correct
neurological
process of learning in a sustainable ecosystem for learning.
15 A collaborative digital pen 1. Do the students who learn with the In term of learning achievement, from this study it was learned
. learning approach to digital pen learning approach with that student of the experimental group A used the DPLS in
improving students’ learning collaborative problem solving combination with a collaborative problem solving to complete
achievement and motivation show better learning achievement tasks on the worksheet independently. Then they shared problem-
in mathematics courses than those who learn with an solving processes and discussed their thinking with members of
individual learning approach and their group. The experimental group B used a learning mode that
those who learn with a incorporated the DPLS and conventional lectures. Every student in
conventional lecture learning this group completed tasks on their worksheet independently
approach? without sharing the problem-solving process with their peers. They
2. Do the students who learn with the could not tell whether or not they had solved the problems
digital pen learning approach with correctly until the teacher
collaborative problem solving explained the questions to them. In terms of learnin motivation,
show better learning motivation the results of this research show that the experimental group A,
than those who learn with an which used the DPLS and a collaborative problem solving,
individual learning approach and performed better than the other two groups in improving the
those who learn with a students' self-efficacies. In other words, student-centered learning
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conventional lecture learning activities can allow students to completetheir learning tasks by
approach? engaging in discussions and sharing thoughts with each other. In
3. Do the students who learn with the terms of goal-oriented achievement, there was no significant
digital pen learning approach with difference in the experiment results of the three groups. The
collaborative problem solving average scores of the three groups were all higher than 4,
show better learning attitude than indicating that the students were positive about and satisfied with
those who learn with an individual the
learning approach and those who feeling of achievement in learning mathematics. In terms of
learn with a conventional lecture learning attitude, this researcher has learned that the learning
learning approach? attitude of the experimental group A and experimental group B has
effectively improved probably because of the change of learning
method and the use of a new learning tool. There was no
significant change in experimental group B's learning attitude
because of the group's use of conventional learning method and
learning tools. The researcher of this study has also interviewed
the teachers in the experiment, who said they hoped this type of
learning approach could be expanded to the learning of other
courses, such as natural science and social science. In future
studies, the researcher suggests that the design of learning
activities could be expanded to more disciplines and to situational
application related technologies, such as context awareness or
physiological awareness.
16 Development of an adaptive What a reason of learning cases on the This study designed an e-learning model, with problem-based
. learning case mathematics teaching for students learning as its core and social constructivism and situated learning
recommendaion approach with mild disabilities, and considered as its auxiliary theories, to assist teachers to effectively develop
for roblem-based e-learning the relevant needs for knowledge knowledge of teaching mathematics for students with mild
on mathematics teaching for development an for improving disabilities. Additionally, an adaptive recommendation approach
students with mild problem-solving capabilities of was designed for the problem-based e-learning model to achieve
disabilities teachers in realistic teaching situation? the goal of adaptive learning. This approach recommended
adaptive learning cases based on the characteristics of both the
learner and the student, and has semantic searching capability to
avoid information mistake and loss caused by semantic variations.
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To fulfill the requirements of clustering data with numerical,


categorical single- values, and categorical multi-values, an
enhanced k-prototypes algorithm was proposed. Although IKP
used in the recommendation approach can cluster data with
different data types, the clustering results allow only one learning
case in a cluster. Future work will combine fuzzy theory into the
clustering method. Since fuzzy clustering applies membership
degrees between 0 and 1, instead of crisp assignments, to represent
the degree of membership of data to each cluster, it can identify
more suitable teaching contexts for the learner.
17 The Effects of Problem- 1. What is the effect of PBeL In this study, problem based e-learning teaching is made with
. Based E-Learning on environment on pre-service prospective teachers. At the end of this teaching, prospective
Prospective Teachers' teachers' achievements? Are there teachers’ success on “Derivative Practices” and their attitudes
Achievements and Attitudes any differences in learning towards mathematics are determined. At the end of analyzing the
towards Learning methods knowledge between findings, it is found out that PBeL positively develops success and
Mathematics experiment and control groups attitude towards mathematics. In his study, Günhan (2006) found
after using the program? that PBeL based teaching creates a positive attitude towards
2. What is the effect of the mathematics and increase the level of knowledge. In his study,
PBeL environment on pre-service Uslu (2006) mentioned that problem based learning method in
teachers' attitudes? Are there any mathematics teaching have a more meaningful positive effect on
differences in attitudes between the attitude of students’ attitude towards mathematics when
experiment and control groups compared to traditional method. In this sense, the study’s findings
after using the program? are similar with the findings of the studies of Günhan (2006) and
Uslu (2006). In this study, the result that prospective teachers
develop positive attitude towards mathematics conflicts with
Gürsul’s (2008) study results which includes the information that
difference between preattitude scale point and last-attitude scale
points aren’t statistically important (development level of the
attitude towards mathematics). Similarly, this study’s findings
don’t coincidence with Luck&Norton’s (2004) study which has
the result that PBeL based teaching doesn’t increase success. At
the end of the teaching in which problem based learning and e-
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learning approach is used together, prospective teachers had


enough knowledge on learning and their attitude towards
mathematics positively developed. In this context, it can be said
that mutually complementary and supportive learning occurred.
Similar studies can be carried out on the departments that educate
secondary education mathematics teachers and possible
contributions can be researched. Knowing PBeL based teaching’s
practicalability on other lessons in mathematics education license
program is important in terms of understanding the effectiveness.
18
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