OPAC - Artikel Jurnal & Majalah

Pengarang	:	-
Nama Majalah/Jurnal	:	Analisis CSIS
Volume / Edisi	:	33 (No. 1)
Halaman	:	106-120
Abstrak	:	Menjelang dilaksana.kannya pemilu 2004, -berbagai kalangan mengemuka- kan sejumlah kekhawatirun m\|ngenai kemungkinan"ganlgioi' roonan yang muncul selama proses pesta demokrasi itu iertang;;ni.' ii,it rtr"i yong'iri_ kembang terutams adalah kemungkinan turunnyahni* iika ternyata ptoses pemilu "berdarah-darah". Tulisai ini berusaha -membahas kasaun brsebut de_ ngan melihat kerawan.an ya-ng mungkin dihadapi serama protit pemilu, peran \N! laam pemilu, ratar-b-elakang kiterribatan iMt dora*'potiiix, dan rekomen- dasi fugainuru mcnangkal kemungkinan intmtmsi TNI terxkt.

Pengarang	:	AnnaMarie Conner and Laura Marie Singletary
Nama Majalah/Jurnal	:	Journal for Research in Mathematics Education
Volume / Edisi	:	52 (No. 2)
Halaman	:	213-247
Abstrak	:	Supporting students in making mathematical arguments is an important part of discourse practices in mathematics classrooms. Differences in teachers’ support for collective argumentation have been observed and documented, and the importance of the teacher’s role in supporting collective argumentation is well established. This article seeks to explain differences in teachers’ support for argumentation by examining two student teachers’ beliefs about mathematics, teaching, and proof to see which beliefs are visible in their support for argumentation. Assisted by a framework for argumentation and a commitment to teachers’ beliefs and actions as sensible systems, we found that teachers’ beliefs about the role of the teacher, particularly with respect to giving explanations, were more visible in their support for collective argumentation than other beliefs about mathematics or proof.

Pengarang	:	Dorit Taitelbaum
Nama Majalah/Jurnal	:	Journal for Research in Mathematics Education
Volume / Edisi	:	52 (No. 2)
Halaman	:	189-212
Abstrak	:	Even when parents have the time required to support their children’s education, they can increase their children’s anxiety about school when they try to help, especially if they are not confident in their own abilities. This study measures the effects of having parents complete nonacademic schoolwork with their teenage children. Half of the 422 participating parents were randomly assigned to receive weekly assignments for nonacademic activities to complete with their children, whereas the other half received information about upcoming mathematics tests. Mathematics-anxious students benefited from working on the nonacademic assignments, performing significantly better on their mathematics tests and decreasing their mathematics anxiety after treatment. These findings highlight the importance of involving parents in ways that feel nonthreatening to their children.

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