As stated earlier, teachers may not be able to teach creativity but can promote, facilitate **and** develop this inherent intellectual talent via creating the right environment for the learners. Students should be encouraged to build confidence. Their ideas **and** contributions should always be valued by the teachers. Some of the factors contributing to fostering the creative potentials that or educators to assist students in developing their creativity such as “building pupils’ confidence, encouraging pupils to ask questions, being a creative teacher, some free choice at home, some choice of tasks **and** learning methods, involved **and** supportive family, informal teaching, asking provocative, open-ended questions, setting some un-assessed tasks, emphasizing success **and** setting goals or making expectations clear” (Fryer 1996 in Alindada, 1999). To name a few. Obviously, teachers play important roles in fostering students’ creativity. As such, their exposure to the concept of creativity as well as the trainings given to enhance their creative thinking or divergent thinking skills are important for their continuing professional development (CPD).

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The expected outputs of the follow-up program are as follows. (1) The strengthened linkage **and** coordination between existing in-service teacher training institutions **and** universities. (2) The standardized strategies **and** methodologies of ongoing **and** future piloting activities, (3) The greater applicability of lesson plans produced through piloting activities for a wider range of schools with different academic level **and** material condition. (4) The complete editorial works regarding the manuscripts of common textbooks. (5) The improved quality of common textbooks based on try- out results at universities. (6) Expanded opportunities for secondary school teachers other than pilot school teachers to utilize the results of the Project output (such as lesson plans) through joint activities between faculty members **and** MGMP/LPMP/PPPG. (7) Enhanced understanding of personnel concerned in **science** **and** **mathematics** **education** in three universities **and** related organization on current issues in this area.

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Balci, C. (2006). Conceptual Change Text Oriented Instruction to Facilitate Conceptual Change in Rate of Reaction Concept. Tesis, Departemen of Secondary **Science** **and** **Mathematics** **Education**, Middle East Technical University, hlm. 1-128.

Teachers **and** their development of teaching must be at the heart of any plan to improve educational systems. The Southeast Asian Ministers of **Education** Organization (SEAMEO) has uniquely represented the educational systems in the SEAMEO region with the collective aspirations of providing quality **education** for the next generation of leaders emphasising on **science** **and** **mathematics** **education** that underpins the agenda human resource needs of the region. Hence a framework **and** standards to support **and** improve the quality of **science** teachers is important for enhancing the standards of **science** **education**. Considering this, the SEAMEO Regional Centre for **Education** in **Science** **and** **Mathematics** (RECSAM) has outlined the Southeast Asia Regional Standards for **Science** Teachers (SEARS-ST). Standards are statements of expectations of what the teachers should know **and** be able to do.

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217 LESSON PLAN Faculty : Mathematics and Natural Science Department : Mathematics Education Course / Code : Logic and Sets / MAT 302 Credits : Theory: 2 SKS Practice: 1 SKS Semest[r]

If the observed results of the research that has been presented shows that the RME approach can make students learn math with fun. This is evident from the activities of students, such as, in finding a formula broad flat wake using cardboard through interactions among students. This is consistent with Vygotsky's theory of learning proposed stating that the child's intellectual berkembangannya encouraged interaction among students. These findings reinforce **and** complement the findings Fauzan [5], Armanto [1], Hadi [10], Oh Nam [14], Streefland [17] **and** Saragih [16]) that concluded the approach PMR increase some math skills such as the ability of understanding fractions , the ability of logical thinking, mathematical communication, positive attitudes towards **mathematics**, problem solving **and** achievement motivation. Results of this study are also consistent findings Tuan Anh Le [21] which has been conducting research realistic **mathematics** **education** in primary schools in Vietnam. From the results of pernelitian the host [21 [concluded "Although teachers **and** students may encounter some obstacles while teaching **and** learning with RME-based lesson, RME could Become a potential approach for **mathematics** **education** **and** could be Effectively applied to teaching **and** learning **mathematics** in Vietnamese school ". The same was done by Streefland [17] which has been carrying out research at Dutch primary schools on the topic of fractions. The research results show that students learn better if they do exploration in the study material fractions using a realistic approach.

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Thanks to evolving technological tools, we are able to explore more interdisciplinary areas such as **science**, technology, **and** engineering with **Mathematics** which we could not before. Therefore, integrating technology into **mathematics** teaching, learning **and** research will definitely allow us to expand our knowledge horizon in **mathematics**.

Akınoglu, O. dan Tandogan, R.O. (2006). Effects of Problem-Based Active Learning in **Science** **Education** on Students’ Academic Achievement, Attitude **and** Concept Learning. Eurasia Journal of **Mathematics**, **Science** & Technologi **Education**, 2007. 3 (1), 71-81. Tersedia http: www.ejmdte.com. (Februari 2007)

Kuenzi, JJ. (2008). CRS report for congress: **science**, technology, engineering, **and** **mathematics** (STEM) **education**: Background, federal policy, **and** legislative action. Congressional Research Service, Library of Congress, RL33434, Washington, DC. Retrieved on December 30 th 2014

Survival analysis is a statistical analysis that is specifically used to analyze the data or cases related to the time duration until the event happened **and** there are data censored [1]. At first time, studied of survival is focused on the probability predictions of response, survival, average life expectancy **and** comparing the treatment of survival illustration experiment in humans. But survival analysis developed in the identification of risk factors **and** prognostic factors associated with the development of the disease [2]. One method of analysis that can be used for survival data are cox proportional hazards regression (Cox PH). Cox PH regression modeling can also be used to determine which combination of independent variables that influence in the model. In its development, Cox PH regression modeling can include relationships between predictor variables with the model function multivariate regression adaptive spline (MARS).

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Abdullah, S. **and** Shariff, A. (2008). “The Effects of Inquiry-Based Computer Simulation with Cooperative Learning on Scientific Thinking **and** Conceptual Understanding of Gas Law”. Eurasia Journal of **Mathematics**, **Science**, **and** Technology **Education**. volume 4. No.4. pp 387-398.

Bilgin, I., Şenocak, E., **and** Sözbilir, M. (2008). The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual **and** Quantitative Problems in Gas Concepts. Eurasia Journal of **Mathematics**, **Science** & Technology **Education**, volume 5, issue 2, pp. 153- 164.

Becker, K & Park, K. (2011). Effects of Integrative Approaches Among **Science**, Technology, Engineering, **And** **Mathematics** (STEM) Subjects On Students’ Learning: A Preliminary Meta -Analysis. Journal of STEM **Education**. 12 (5 & 6), July – September 2011.

Duit, R. (2007). **Science** Educational Research Internationally: Conception, Research Method, Domain Research Eurasia Journal Of **Mathematics**, **Science** & Technology **Education**, 2007, 3 (1), hlm 3-15. Diut, R et al. (2012). The model Of Educational Reconstruction – A

Design tasks (open ended) that meet the needs of all students. While open-ended questions are essential to effective teaching, carefully –designed closed questions can also be valuable Set tasks **and** activities of increasing levels of complexity that continually develop, reinforce **and** extend learners’ understanding Design activities that promote higher order thinking skills including analysing, reasoning, deduction, **and** creativity **and** that require students to apply their knowledge **and** skills to solve problems, modelling the real world **and** making connections

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Standards for Excellence in Teaching **Mathematics** in Australian Schools (Australian Association of **Mathematics** Teachers, 2006), Professional Teaching Standards (NSW Institute of Teachers, 2005), the Malaysian Teachers Standards (Ministry of **Education**, n.d.), **and** Teaching Competency Standards in

7. Suppose a student carrying in a flu virus returns to an isolated college campus of 1000 students. Determine a differential equation for the number of people ( ) who have contracted the flu if the rate at which the disease spreads is proportional to the number of interaction between the number of students who have the flu **and** the number of number of students who have the flu **and** the number of students who have not yet been exposed to it.