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This research is motivated by the importance of problem solving ability in mathematics. There are three indicators of problem solving ability in mathematics: (1) Identify elements that are known and asked, also adequacy of the required elements; (2) Select and apply problem solving strategies; and (3) Examine and explain the truth of the answers according to mathematical problems in question. Students’ problem solving ability in mathematics be reviewed of three aspects: basicmathematics competency (BMC), school level, and gender. This research involved 232 junior high school students which in Serang City, Banten Province. The research subject consisted of 108 male and 124 female from three different school levels: high, medium, and low level. There are two instruments here: basicmathematics competency test and problem solving ability test. The findings of the research are: (1) Overall, the mean scores of students' problem solving ability in mathematics is 57,18% which classified as medium category; (2) Student with high, medium, and low BMC successively obtained the mean score of problem solving ability 85,66% (high category), 56,34% (medium category), and 29,55% (low category); (3) Student in high, medium, and low school level successively obtained the mean score of problem solving ability 60,84% (medium category), 58,13% (medium category), and 52,55% (low category); (4) Male and female student successively obtained the mean score of problem solving ability 50,76% (medium category) and 63,61% (medium category).
Mata kuliah ini berbeda dengan matakuliah bahasa I nggris yang disajikan universitas, tidak membahas grammar ataupun writing secara khusus tetapi membahas vocabulary yang digunakan dalam matematika dan juga memberikan ketrampilan untuk mengajarkan matematika dalam bahasa I nggris. Matakuliah ini menekankan kepada kemampuan membaca dan membicarakan topik-topik matematika dalam bahasa I nggris. Secara umum materi BAHASA I NGGRI S MATEMATI KA meliputi I ntroduction; English for Algebra, English for Geometri, English for Statistics, English fo applied mathematics, English for classroom converstion, writing lesson plan. Kuliah ini sangat bermanfaat bagi mahasiswa dalam rangka menyiapkan diri untuk menjadi guru matematika di sekolah bilingual.
are used to help primary students improve their basicmathematics understanding (Early Math Strategy, the Report of the Expert Panel on Early Math in Ontario, 2003). Actually, calculator also provides potential benefits for mathematics learning, such as: calculator can be used to develop concepts, calculator can be used for drill and practice, calculator enhances problem solving, calculator help improve student attitudes, and calculator save time. According to Battista (2002), Huinker (2002), and Swan & Sparrow (1998), calculators can be used to develop concept as well as to do calculations that adult use calculators for. Therefore, among the potential benefits of calculator, the main focus of this article is the advantage of calculator to develop basic concepts of mathematics.
Related to the subject above, students have learned the basic statistical material during the school such as measures of central tendency for single and group data, presentation of data, and dispersion. Because the basic statistics have known and studied by students before entering college it should be at the beginning of the basic statistics study, students must be tested first. By doing the test it could be known how far students has mastered the material and also as the first step for teachers to use appropriate methods in teaching and learning process.
Various identities for multiple basic hypergeometric series of Macdonald polynomial argument have been derived by Macdonald [33, p. 374, Eq. (4)], Kaneko [23, 24], Baker and Forrester , and Warnaar . These authors in fact derived multivariable analogues of many of the classical summation and transformation formulae for basic hypergeometric series. As a matter of fact, none of these multivariate identities reduce to summations or transformations for very-well- poised basic hypergeometric series in the univariate case. There are thus several other classical basic hypergeometric identities for which higher-dimensional extensions involving Macdonald polynomials of type A have not yet been explicitly determined. In this paper we partly remedy this picture by explicitly pointing out several “Macdonald polynomial analogues” of very-well- poised identities. Although some of these identities (such as the Pieri formula) are not new, their “very-well-poised context” appears so far to have kept unnoticed (at least, not explicitly mentioned in literature).