Cara mengatasi zoom error 104 101.Cara Memperbaiki 7 Masalah Umum Zoom dan Kode Error di Windows

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Zoom merupakan aplikasi video conference yang dikembangkan oleh sebuah perusahaan teknologi komunikasi yang bermarkas di Amerika Serikat. Perangkat lunak ini telah diluncurkan sejak tahun dan pada saat itu Zoom juga mendapat sambutan baik dari berbagai masyarakat. Terlebih di masa pandemi sepeti saat ini, aplikasi Zoom sangat diminati oleh masyarakat di dunia pendidikan dan juga pekerjaan sebagai media alternatif untuk bertatap muka secara online dalam jumlah yang cukup besar.

Hal ini memang tidak bisa dipungkiri, mengingat Zoom sendiri memiliki beberapa layanan yang menarik di dalamnya. Misalnya seperti tersedianya versi gratis untuk konferensi video hingga pengguna, adanya fitur screen share, fitur edit wajah atau background, mendukung di berbagai platform seperti Android , iOS, Windows, Mac , dan Linux.

Meskipun perangkat lunak ini telah menawarkan berbagai kebutuhan bagi penggunanya, bukan berarti Zoom tidak memiliki kekurangan. Mengingat dalam beberapa kasus tertentu, Zoom terkadang memiliki masalah yang sering di alami oleh penggunanya.

Contohnya seperti Zoom error tidak bisa dibuka, mengalami gagal fungsi, munculnya kode eror hingga bermasalah saat melakukan meeting.

Untuk mengatasi permasalahan ini, dapat Anda lakukan dengan beberapa solusi berikut ini. Secara umum, penyebab terjadinya Zoom yang tidak bisa dibuka ini terbagi menjadi beberapa faktor, salah satu di antaranya adalah aplikasi Zoom yang bermasalah atau mungkin juga dapat disebabkan oleh file sampah yang menumpuk. Mengenai kejelasan informasi dari pernyataan tersebut dapat Anda lihat pada beberapa poin berikut ini.

Beberapa solusi yang dapat Anda lakukan untuk mengatasi aplikasi Zoom tidak bisa dibuka mulai dengan melakukan restart komputer, uninstall aplikasi zoom, hingga menghubungi teknisi Zoom. Pada ulasan artikel kali ini, saya menggunakan Windows 10 sebagai alat untuk memperbaikinya. Apabila Anda memiliki permasalahan yang sama, tetapi menggunakan sistem operasi yang lebih rendah, silakan melakukan sedikit penyesuaian terhadap metode yang digunakan.

Berikut tips dan penjelasannya! Memang tips ini hanya bersifat sederhana. Akan tetapi, banyak yang beranggapan jika solusi ini sangat ampuh dalam mengatasi masalah program aplikasi yang tidak respons ketika dibuka. Dalam kondisi seperti ini, biasanya terjadi karena adanya service sistem yang tidak berjalan atau mengalami crash. Setelah beberapa saat Anda melakukan restart, silakan coba untuk memuat ulang kembali aplikasi Zoom. Apabila dengan metode ini tidak menghasilkan perubahan apa pun, maka silakan lanjut ke metode ke dua di bawah ini.

Dengan catatan, sebelumnya Anda sudah membuka dan menjalankan aplikasi. Misalnya memori penyimpanan menjadi penuh , kinerja komputer terasa lambat, hingga beberapa program mengalami error saat dijalankan, termasuk Zoom yang tidak bisa dibuka. Untuk mengatasinya, dapat dilakukan dengan menghapus file-file tersebut secara berkala. Berikut langkah-langkah menghapus file cache untuk Anda yang menggunakan software CCleaner. Maka permasalahan tersebut bisa jadi dikarenakan adanya komponen file yang terdapat di dalam aplikasi Zoom tidak ditemukan.

Untuk mengatasinya Anda hanya perlu menginstall ulang aplikasi Zoom. Berikut langkah-langkahnya! Ketika terjadi error seperti ini, bisa jadi dikarenakan terdapat beberapa file di dalam aplikasi Zoom tidak ditemukan atau hilang. Di samping itu juga, terdapat instruksi pada keterangan error yang menyarankan Anda untuk install ulang aplikasi Zoom. Dalam kondisi ini coba Anda lakukan install ulang aplikasi Zoom sesuai petunjuk dari pesan error tersebut.

Jika setelah install ulang aplikasi Zoom masih bermasalah, coba temukan file cmmlib. Kemudian salin dan paste file tersebut ke lokasi instalasi aplikasi Zoom. Untuk lebih mudahnya, Anda bisa ikuti langkah-langkah di bawah ini.

Namun terkadang juga permasalahan ini dapat terjadi karena bugs di dalam aplikasi Zoom. Untuk mengatasinya dapat dilakukan dengan menggunakan tautan bergabung langsung dari pihak penyelenggara. Tentunya solusi tersebut hanya sebatas untuk masuk ke dalam rapat, tetapi tidak untuk memperbaiki permasalahan.

Maka dari itu, lebih disarankan untuk mengunduh dan menginstall aplikasi Zoom versi terbaru di website resminya. Dengan begitu, masalah ini dapat teratasi dengan cepat dan praktis. Apabila dari seluruh metode di atas, tidak memperbaiki aplikasi Zoom error yang tidak bisa dibuka. Maka satu-satunya cara adalah dengan menghubungi teknisi Zoom. Dalam hal ini terdapat dua cara yang dapat Anda lakukan untuk menghubunginya. Zoom merupakan layanan meeting online di mana masyarakat dapat berinteraksi dengan tatap muka secara online dan real-time.

Dengan adanya teknologi ini, masyarakat mampu membuat sebuah pertemuan dalam skala besar dengan mudah dan praktis. Di samping kelebihan yang ditawarkan oleh aplikasi Zoom, ternyata tidak sedikit pengguna yang sering menemukan berbagai permasalahan. Misalnya aplikasi Zoom error yang tidak bisa dibuka. Dalam mengatasi permasalahan ini, Anda dapat menggunakan salah satu metode yang telah saya berikan di atas. Sekian ulasan singkat mengenai penyebab dan solusi mengatasi Zoom error dan tidak bisa digunakan, semoga dengan salah satu metode di atas dapat memperbaiki permasalahan pada Zoom meeting Anda.

Jika Anda memiliki pertanyaan atau pendapat mengenai ulasan di atas, silakan tulis melalui kolom komentar di bawah ini. Terima kasih dan selamat mencoba! Zoom merupakan sebuah aplikasi yang berfungsi untuk menghubungkan mempertemukan masyarakat dalam jumlah besar dalam bentuk video secara online.

Zoombombing merupakan kondisi di mana terdapat penyusup yang masuk saat rapat dilakukan. Banyak faktor yang menyebabkan Zoom mengalami gagal fungsi. Di antaranya adalah aplikasi zoom yang bermasalah, terdapat bugs, hingga serangan virus. Yaa tentu saja. Anda dapat menggunakan Zoom secara Gratis, namun dengan fitur yang terbatas.

Jika Anda menginginkan fitur tambahan, Anda dapat menggunakan yang berbayar. Berikut beberapa tips memperbaiki aplikasi Zoom yang error, tidak terhubung, dan tidak bisa dibuka! By Wahyu Setia Bintara. Isi tampilkan. Penyebab Zoom tidak bisa dibuka. Cara mengatasi Zoom tidak bisa dibuka 1. Install ulang Windows Zoom Client. Coba akses secara langsung. Hubungi teknisi Zoom. Hubungi teknisi melalui website. Laporkan masalah lewat aplikasi Penutup,. Download QR-Code. Developer: Zoom.

Price: Free. Developer: zoom. Apa itu Zoom? Apa itu Zoombombing? Penyebab Zoom error? Apakah Zoom Meeting gratis? Tags : Meeting. Discussion 0 Comments. Batalkan balasan. Rudi Dian Arifin. Mouse adalah piranti penunjuk yang digunakan untuk memasukkan data dan perintah ke dalam komputer.

By Yunita Setiyaningsih. Pengertian Keyboard — Susunan, Fungsi, dan Jenisnya. Keyboard adalah alat input komputer yang digunakan untuk mengetik informasi dan intruksi perintah, di mana keyboard….

Processor adalah sirkuit logika yang dapat merespons dan memproses perintah dasar untuk menjalankan komputer.

 
 

 

Cara mengatasi zoom error 104 101. Error: When joining a zoom meeting (5000, 5003, 5004, 104101-104118)

 
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Zoom: Fix Error Code – Public Knowledge – Rowan University – Rowan Support Portal

 
 

Students who do not successfully complete the course will have to pay a fine according to the agreement they signed upon admission to the course. Comparisons of Student Backgrounds The students in the Institute in Australian differ greatly from students in Malaysia in many aspects. The students in Australia are not a homegenous group.

Many are adults who have other working experiences and commitments, while students in Malaysia are young school leavers eager to pursue a course in teaching. The Malaysian students do not pay a fee and are bonded by an agreement compared to their Australian counterparts who pay a fee. The Malaysian students live within the campus grounds, while Australian students find their own accommodation outside the campus grounds.

As for the academic entrance qualification, all Malaysian students have strong maths and science high school qualification, while the Australian students come from a variety of disciplines. Responses to this were voluntary. Phillip Adams in his column in the Australian Magazine March , states “We could do better if we taught our kids that kicking ideas around is at least as much fun as kicking a football around.

Have you been challenged by these ideas? Do you believe your understandings of the nature of mathematics and science has changed? Have you enjoyed the experiences of kicking ideas around? Let the teaching team know your thoughts in this discussion forum.

Of the 28 responses, 22 were considered positive, 2 negative and 4 neutral. Some responses appear in Appendix 1. One week before the forum the questions were printed and given to the students. At the forum the lecturer selected 6 leading speakers 3 male and 3 female from each of the 3 races: Malay, Chinese and Indian. After each speaker had given his or her view of one of the questions other students were called upon by the Chairperson of the forum to give their views.

The sixth speaker was first asked about what they did not find interesting about the course and then to give an overview of what they thought about kicking ideas. Every student was called upon to give a view. All 50 students gave positive responses about kicking ideas. Some responses appear in Appendix 2. Tables 2 and 3 show a comparison of the distribution of final marks and grades.

Sivasubramaniam Table 3. Nevertheless, both groups of students reported very positive results with a high degree of similarity of responses refer appendices 1 and 2. Analysis of Qualitative Data The qualitative data from each institution were examined to determine common responses and these categorised as shown in Table 4. Table 4. This may be attributed to a number of factors. One suggestion is the diverse backgrounds of the QUT students compared with the more homogenous and generally stronger mathematical and scientific school backgrounds of the Malaysian students.

He noted that in Queensland, and in other Australian States, higher achieving students are encouraged to take the academic option while lower achieving students are encouraged to take the non- academic option.

Given these circumstances, one might expect the samples from two distinctly different populations to show considerable difference in the distribution of achievement with little overlap. However, this was not observed in the study. Furthermore, those students who had done only Year 10 or 11 mathematics achieved little differently from those who had done the non- academic subject in Year Thus, if pupil background does not correlate with achievement for the QUT group, it is unlikely to be the sole factor in the present study, though we must consider the possibility that it is a contributing factor.

Attributing the difference to different assessors can be ruled out due to the moderation of the journals and the use multiple choice items in the exam. Motivation and expectation. Malaysian students may be motived more than their Australian counterparts. The fact that the Malaysian students are given an all expenses paid for course and in addition receive free medical benefits and an allowance, relieves them of any financial burden, unlike their Australian counterparts who have to supply their own money for everything.

The Malaysian students made teaching their first choice as their career, while for many of the Australian students education was their 2 nd or 3rd choice. While many QUT students are well motivated, there are those who are content simply to pass. The main employing body, Education Queensland, has up until recently not considered academic grades when selecting graduates for employment, instead relying solely on interviews of graduates for ratings.

Changes in this procedure from next year will require graduates to have a grade point average of 5 or better to be eligible for a top rating. Malaysian students are aware of scholarships for masters and Ph. D programmes conducted locally and overseas. One of the major points for the scores to award the scholarship is from the grade they obtain in their Bachelor of Education course and hence this may motivate them to strive more than their Australian counterparts.

There are some Malaysian students who would like just to pass and not attend lectures and tutorials but there are discipline procedures which have been spelt out to the students that deter them from following such a course of action. The course guarantees the student an immediate job in Malaysia.

Hence, the course is a job guaranteed course. This further provides a purpose to motivate the Malaysian students. The Physical Environment in which the two courses operated cannot be ruled out as a cause of the differences. Living within the campus grounds is a major advantage because students have discussion sessions to kick ideas around at any time that is convenient for all in the group.

In fact the Malaysian students have claimed that they enjoyed their discussions so much that it was more fun than sleeping on free afternoons. Living together within the campus grounds enables students to go out on weekends together.

Sivasubramaniam their lectures and tutorial questions during such outings. All this means that they do spend more time kicking ideas around. Other possible reasons Malaysian students have realised that their discussion session have helped them in many other ways. They claim that kicking ideas around helped them to improve their English because they had to speak in English and look up references in English.

They also claim that they have become closer to each other through the interaction demanded by the course. All the Malaysian students claimed that they have discussed what they had learnt in the course with their families and or friends. This means that they thought about their work even during their holidays. Hence, kicking ideas around has indeed instilled confidence for the Malaysian students to bravely discuss it with others well beyond the boundaries of the IPRM campus and independent of help from lecturer and friends.

The main contributors for this are the content of the course and the method of delivery — students experiment and discuss their findings. The content is related to the students real world and this draws students interest to the course. The experiments provide the concrete objects to understand the real world phenomena better. The discussion demands verbalising aptly to convey ones ideas and it also provides practice to verbalise confidently.

The testing is done with their friends when they are kicking ideas around and the brave confident delivery is back home with family and friends. The students in this course were divided into small groups of five to have discussions and to do their experiments. The small groups gave all students more opportunity to speak more often and they also felt comfortable taking risks of trying out their thinking during tutorials in the presence of the lecturer and also outside the lecture time.

This method also promotes social interaction among the multi-racial Malaysian students. These results confirm earlier research such as that reported by Brissenden who noted that the importance of language and communication, practical work and understanding expressed in the The Cockcroft Report, Mathematics Counts, is also supported by a massive body of other research evidence.

These themes demand discussion between teacher and pupils and between pupils themselves as essential features of mathematics lessons at every level. The current research reported here would support the conclusion that the implementation of the unit does in fact improve language skills, develops better understanding of concepts, and helps develop social skills.

Thus the implementation of this unit is consistent with the recommendations of recent reseach in the field. The lower achievement of the QUT students is a cause of concern and is a topic that must be investigated further by the author. Clearly, if the Malaysian students are capable of such high performance, their QUT counterparts should be capable of higher achievement.

The mathematical understanding that prospective teachers bring to teacher education. The Elementary School Journal, 90 4 , Grootenboer, P. Har Eds. Mathematics Education for a Knowledge- based Era. Peard, R.

Putt, R. Faragher, M. McLean Eds. Mathematics Education for the Third Millennium. Mathematics content electives in pre-service primary teacher education in Australia. Quigley Ed. Science, Mathematics and technical education for National Development.

University of Brunei: Brunei Darussalam. Relich, J. Pre-service primary teachers’ attitudes to teaching mathematics. Southwell, B. Owens Eds. Lovell, K. University of London Press: London. Davidson, N. Ed Cooperative Learning in Mathematics. Addison-Wesley: New York. Brissenden, T. Talking About Mathematics. Basil Blackwell: Oxford, England. But, originally when I learn something and that’s that.

It makes it easier for students like me, whose favourite subjects have never really included maths to get motivated and involved. I like this new way of thinking. I can’t wait till I get to use it in a classroom to excite students the same way I’ve been.

Also I think that by kicking ideas around teachers can create a really open and positive learning environment. It can really help with making friends in class. All of my previous forays into this field have seemed rigid and with no room for error. I’m looking forward to learning how to kick ideas around and approach problems logically, not just by recalling equations learnt by rote.

Being able to discuss problems with a group in an environment solely set on encouraging higher thinking is great. And yes I have had a few light bulb moments! I have been talking to family and friends about the unit and its also been valuable discussing things with students who have other tutors. Looking forward to this weeks tut! So I was a child of the rote learning method of everything. Memorising formulas and all that jazz. On reflection I can see now why I did well in maths in some years and performed poorly in others.

In the years I performed poorly I was not enjoying the content because the teachers did not convey its relevance and meaning and I could not relate anything to ‘real life’. I enjoyed the group interaction because everyone in our group brought different strengths and skills to the table – a sharing experience that was missing from my school years. Hehe but this subject has certainly given my mind a work out.

Maybe I am lazy but once I found a solution to a problem; I never bothered to ‘kick’ any further. The tutorial gave my brain a good work out. I am most definatley sic looking forward to more. Because I graduated 9 years ago, the things that I had learnt at the time always had formula or an iron fist that shoved the correct opinion in my brain. I guess I am feeling good that my mind is being opened and I am sharing my ideas with people I live with outside uni, however there is still a lot of anxiety created within myself if I am asked to find my own way to deal with problem solving.

Appendix 2: Qualitative data IP; some sample responses All positive 1. To what extent do you believe you have ‘kicked’ ideas around in this unit so far? So, to accomplish the task we kicked our ideas around with friends, peers and lecturer as well. By kicking ideas we had learnt and gained more ideas. We also had fun during discussion and come up with some interesting ideas. We discussed and compared to come out with the best answers. Along the process, I gained a lot of knowledge.

During this unit, we kicked ideas when we faced any doubts and different views. The questions given to us were more towards discovery approaches that helped us think beyond our limits; initiate us to do extra reading to understand it.

I gained new knowledge and positive learning attitudes that useful for my future teaching. Finally I enjoyed learning this unit.

Sivasubramaniam 2. When to solve the problem for the tutorial tasks I must relate each other. There was a lot of information we need to know. Besides, we not only got information from book but also other resources. Assignments were quite difficult and challenging. We needed to cooperate with team mates to find out the answer. I found a lot of new things to be discovered when doing each of the tutorials.

I had to find many materials from variety of sources such as internet, books and etc. I put a lot of effort to complete each of the tutorial and it was really challenging.

My knowledge has broadened. I learnt many things that I did not know before. I understand more about the things around me and my world now. Many new things have been learnt. More over, I came to know that there is always a logical reason for everything we have learnt. This has made mathematics and science interesting. We held a lot of group discussions. We tolerated and cooperated very well during the discussions. The experiences were really so nice.

The way our lecturer, Dr. Puma taught us, also really impressed me and I really enjoyed her lectures. Because it was more challenging. The answers are not simply right or wrong. We need to search more information to answer one question. It makes me learn a lot of general knowledge.

It will make the concept clearer. I enjoyed the experience of kicking ideas around because it lead me to gain new knowledge and the teaching methods which was used by my lecturer was very effective. All 50 students stated that they have discussed what they have learnt with family and friends. Do you find anything that is not interesting about this course? Realised maths can explain everything. Before this I did not like maths, example probability to win a lottery.

Have to find and read a lot of resources — is good to kick ideas. Thanks to Dr. This presentation describes a number of instructional strategies proven to increase understanding and achievement and discusses how the strategies apply to the use of GSP, both in hands-on activities and in whole-class presentations. In the course of describing the strategies, the presentation surveys the breadth of mathematics that GSP activities and presentations elucidate, with attention to how these activities incorporate and enable various instructional strategies.

The survey ranges from number sense in primary classrooms through calculus and other advanced topics in secondary classrooms. The three essential elements contributing to this transformation are captured by the three descriptors at the beginning of this paragraph: interactive, dynamic, and visualization.

The software is interactive. It gives students control both to create and to manipulate mathematical objects, and it gives students immediate feedback through the mathematical behaviour they observe. The creation of mathematical objects is perhaps even more important, giving students a sense of ownership of the mathematics, a sense of their power to take control of their own mathematical universe.

The software is dynamic. It allows the rapid exploration of many cases resulting from a mathematical construction, with changes in the initial conditions resulting in immediate changes to the mathematical consequences. So much of mathematics is about variation, either explicitly or implicitly. Often students think of a variable as a mystery number, as a symbol representing an unknown and unchanging constant.

Using this software, students come to realize that variables really vary, whether those variables are algebraic the value of x in an equation or geometric the position of a point in the Euclidean plane.

And the software is visual. The ability to identify mathematical invariants, and to observe the behaviour of and constraints on mathematical variables, is crucial to learning and doing mathematics.

One purpose of this presentation is to examine a number of instructional strategies in relation to the educational use of this software. This observation is almost certainly true of education not just in the US, but around the world. Marzano and colleagues have surveyed a large number of studies in order to identify those instructional strategies that result in increased student achievement. Many of these strategies are well-suited to, and enabled by, the use of interactive dynamic visualization software.

This presentation provides specific examples of how student activities can take advantage of research-based instructional strategies. Another purpose of this presentation is to survey the breadth of mathematics elucidated by activities and presentations designed for interactive dynamic visualization software.

For this purpose, each instructional strategy will be illustrated by one or two Sketchpad activities. Each section below considers one instructional strategy, describing one or two examples of its application in the course of specific student activities. They can easily pick out the similarities as being the x—intercepts and the differences as being the curvature and opening direction of the graph. They can further relate the invariants in the image to the invariant parameters r1 and r2, and the changes in the image to particular values of a.

On the right is an image resulting from varying r1. Students can again pick out the similarities and differences, and relate these features to the parameters. By enabling students to identify the similarities and differences in graphs, the software focuses their attention on the relationship of the different parameters to the characteristics of the graph, and encourages students to go on to the next step: explaining why a particular parameter has the effect that it does.

The object is to get students to go beyond appearance to investigate properties. In a dynamic environment the properties of an object are shown through its behaviour rather than through its static appearance at one instant in time. In the first construction, on the left, students drag each of the four vertices, and only when they drag vertex D do they find that the construction does not truly determine a square.

This motivates students to discuss the properties of quadrilateral ABCD as revealed by dragging the figure. Is ABCD a “real” square? Which polygons are real squares? By manipulating the figures and identifying similarities and differences, students pay more attention to the properties and come to a deeper understanding of how a square is different from other quadrilaterals. In the context of a Sketchpad activity, the act of summarizing requires students to decide which of the behaviours they have observed are important and which are not.

For instance, in an activity comparing the geometric transformations of translation sliding , rotation, and reflection, students summarize first by examining all three transformations applied to the same preimage object. In the process, they deepen their understanding of the transformations they have been studying.

Although virtual manipulatives such as dynamic geometry constructions were not specifically part of the studies summarized by Marzano et al. In the United States, there is an ongoing effort to reform the teaching of mathematics, exemplified in the publication Principles and Standards for School Mathematics National Council of Teachers of Mathematics, NCTM , p.

These representations can help students form compelling mental images of the mathematics they are studying, enabling deeper understanding and better retention. Students begin with a point between 0 and 10 on the number line, and estimate its value. In this instance, they might say it appears to be halfway between 6 and 7.

Students then press a button to zoom the portion of the number line containing the point in order to see it more clearly. First the part of the number line containing the point drops down, as on the left, and then it expands to show more detail. Students again estimate the number. At the conclusion of the activity, they can ask to see the actual location of the point expressed numerically.

The representation entailed in zooming the number line relates to and reinforces the meaning of the representation as a string of digits. In another activity, students can explore the connection between the three-dimensional view of a cube and the two-dimensional representation of its net.

Their task in the diagram on the left is to draw segments on the cube to show the pattern that should appear on each face based on the patterns shown on the net. Once they finish, they can press a button to wrap the net around the cube, resulting in the partially-completed animation shown on the right.

Many teachers prefer to have two or three students work together on an activity, finding that the small group promotes mathematical discourse and helps students learn from each other and develop a sense of self-reliance. Two key conclusions from the research are these: 1.

Organizing groups based on ability levels should be done sparingly. Cooperative groups should be kept rather small in size. Marzano et al. The value of mixed- ability groups quickly becomes apparent as all the students benefit from the process of teaching and learning from each other.

The value of small groups is clear as students have more opportunity to interact directly with the software. The first student then tries to match the slope measurements with the lines, as in the sketch shown below on the left. In this instance the first student has matched three of the measurements correctly and gets three points.

Then the students trade places to give the second student a chance to match the slope measurements with the lines. Feedback should be timely. Feedback should be specific to a criterion [as opposed to norm-referenced]. Students can effectively provide some of their own feedback.

Such immediate feedback is certainly timely, and also has the advantages of being criterion- referenced, of coming from a source other than the teacher, and of being non-judgmental. When students work in pairs or small groups, additional feedback comes from other group members—also a particularly effective kind of feedback. The student receives immediate feedback as the rabbit goes beyond the target, with no need for the teacher to intervene, and the image makes the required corrective action easy for the student to determine: Because the rabbit actually hit the target but continued on, the number of jumps was too great.

In another example, calculus students can begin to learn about antiderivatives by constructing a slope probe: a short segment whose slope is determined by a given function. The figure on the left shows the trace left by a student dragging such a probe in the direction of its slope a slope which changes according to the value of the given function to trace out the approximate antiderivative of the given function. The probe can be seen at the right end of the trace. During the dragging process, the slope of the probe gives the student constant feedback as to the direction of the antiderivative, and the thickness of the trace gives the student feedback as to the accuracy with which they are following the correct direction.

From the research, here are some useful tips for teachers: 1. Hypothesis generation and testing can be approached in a more inductive or deductive manner. Teachers should ask students to clearly explain their hypotheses and their conclusions. In inductive hypothesis generation, students manipulate the sketch to generate a large number of cases and use their direct observations to form a conjecture.

In deductive generation, students consider what they already know about the mathematics embodied in a sketch and form a conjecture based on that knowledge.

In either case students go on to test the conjecture in the same sketch or in a different sketch. Properly used, the generation and testing of hypotheses leads students to see the importance of presenting logical arguments for their conclusions. Seeing the value of and feeling the need for proof is an important consequence of hypothesizing and testing. A student has positioned the two red markers to add two secret numbers, with the sum shown below, also in code.

The student drags the markers to different positions, observes the sum, and uses the observations to makes hypotheses. Additional dragging is required to test the hypotheses, and the student continues generating and testing hypotheses until she has broken the entire code. By playing multiple games and improving their strategies, students improve their ability both to generate hypotheses and to test them.

Crack the code. They construct the triangle and one exterior angle, measure the exterior angle and the remote interior angles, and form a conjecture about how they are related. They test their conjecture by performing a calculation and the dragging the vertices to vary the angles. Finally, they do a rotation and a translation of the original triangle that suggest the path to a proof. Various studies point to the kinds of cues and questions that are most effective: 1.

Cues and questions should focus on what is important as opposed to what is unusual. Questions are effective learning tools even when asked before a learning experience. The questions presented in activity worksheets, and the questions teachers use both with individual students during the activity and with the entire class in a summary discussion, should tend toward an appropriately high level. Teachers often get impatient and either call on the first student to volunteer or answer a question themselves if no student volunteers quickly.

This is usually a mistake; students need time to think about a question and formulate their own answer. Providing this wait time will elicit better answers from a wider variety of students, and will make it possible for those students who are not called on to compare their own answer with the answers given by other students.

An effective related strategy is to call on several students to answer a question in turn, allowing each to express the answer in their own words. The activity Cartesian Graphs and Polar Graphs provides an excellent opportunity for teachers to use this strategy.

First, make a wild guess about what it will look like, and write down your guess. There is growing sentiment that classroom teachers … are almost impervious to change….

We believe that this is an overly pessimistic view not only of staff development, but of the profession of teaching in general. We agree, however, that substantive change is difficult. Busy teachers who have been doing things the same way for a fair amount of time will have many valid reasons for not trying a new strategy. What is clearly required to alter the status quo is a sincere desire to change and a firm commitment to weather the inevitable storms as change occurs. The adoption of GSP and GSP activities into the Malaysian mathematics curriculum presents a unique opportunity for teachers to consider using new instructional strategies to accompany the introduction of new instructional technology.

When teachers are trained to use GSP activities, they can also be trained in how to use the most effective instructional strategies with this new instructional tool. In conclusion, Sketchpad activities provide us with a unique opportunity both to change the way students learn mathematics promoting deeper learning, better retention, and a sense of the excitement and beauty of mathematics , and also to change the way teachers present mathematics to their students taking advantage of similarities and differences, summarizing, nonlinguistic representations, cooperative learning, effective feedback, generation and testing of hypotheses, and high-level cues and questions.

Pickering, D. J, and Pollock, J. Soon after I began my teaching career, personal computers also made their introduction to the classroom. It is interesting to look back over that time and, in particular, to ponder what we have learned from both classroom research and the wisdom of practice concerning the use of technology as an aid to learning.

From my perspective, as classroom teacher, researcher and academic, it is possible to make some fairly well-supported and sensible statements at this point in time concerning good teaching and learning, the teaching and learning of mathematics, and of algebra in particular. It is then possible to relate these to the appropriate and effective use of technology for the learning of algebra in a meaningful way. Students learn best when they are actively engaged in constructing meaning about content that is relevant, worthwhile, integrated and connected to their world.

Students learn mathematics best when a. They are active participants in their learning, not passive spectators; b. They learn mathematics as integrated and meaningful, not disjoint and arbitrary; c. They learn mathematics within the context of challenging and interesting applications. Students learn algebra best when o It is not presented as meaningless symbols following arbitrary rules; o The understanding of algebra is based upon concrete foundations, with opportunities for manipulation and visualisation; o Algebra is presented as a vital tool for modeling real-world applications.

And the role of technology in the process? Good technology supports students in building skills and concepts by offering multiple pathways for viewing and for approaching worthwhile tasks, and scaffolds them appropriately throughout the learning process.

They may also be used to introduce the symbolic notation of algebra in a practical and meaningful way. Two major limitations may be identified with the use of such concrete materials in this context: there is no direct link between the concrete model and the symbolic form, other than that drawn by the teacher — students working with cardboard squares and rectangles must be reminded regularly what these represent.

Of even greater concern, these concrete models promote a static rather than dynamic understanding of the variable concept. Both these limitations may be countered by the use of appropriate technology to scaffold and support the tactile forms of these models. After even a brief exposure, students will never again confuse 2x with x2 since they are clearly different shapes.

The introduction of the graphical representation is too often rushed and much is assumed on the part of the students. Like the rest of algebra, the origins of graphs should lie firmly in number. The use of scatter plots of number patterns and numerical data should precede the more usual continuous line graphs, which we use to represent functions.

We now have tools which make it easy for students to manipulate scatter plots and so further build understanding of the relationship between table of values and graphical representation. Once we have built firm numerical foundations for symbol and graph, our students are ready to begin to use algebra — perhaps a novel idea in current classrooms!

The real power of algebra lies in its use as a tool for modeling the real world and, in fact, all possible worlds! Teaching algebra from a modeling perspective most clearly exemplifies that approach, and serves to bring together the symbols, numbers and graphs that they have begun to use.

The simple paper folding activity shown – in which the top left corner of a sheet of A4 paper is folded down to meet the opposite side, forming a triangle in the bottom left corner — is a great example of a task which begins with measurement, involves some data collection and leads to the building of an algebraic model.

Students measure the base and height of their triangles, use these to calculate the area of the triangle, and then put their data into lists, which can then be plotted. They may then begin to build their algebraic model, but using appropriate technology, may use real language to scaffold this process and develop a meaningful algebraic structure, as shown. Returning to the graphical representation, students may now plot the graph of their function, area x , and see how it passes through each of their measured data points — convincing proof that their model is correct — and usually a dramatic classroom moment!

This is powerful, meaningful use of algebraic symbolism. The building of purposeful algebraic structures using real language supports students in making sense of what they are doing, and validates the algebraic expressions which they can then go on to produce.

Able students should still be expected to compute the algebraic forms required and perhaps validate them using a variety of means. This use of real language for the definition of functions and variables has previously only existed on CAS computer algebra software and even there only rarely been used. The new TI-Nspire is a numeric platform non-CAS and so allowable in all exams supporting graphic calculators, but it supports this use of real language.

Using CAS we can actually display the function in its symbolic form, and then compute derivative and exact solution, arriving at the theoretical solution to this problem. The best fold occurs when the height of the fold is 7 cm, exactly one third of the width of the page. Using non- CAS tools, this same result may be found using the numerical function maximum command, or by using numeric derivative and numeric solve commands.

Scaffolding is an important aspect of meaningful algebra learning, and computer algebra offers some powerful opportunities for such support. The real challenge in using CAS for teaching and learning, however, lies in finding ways to NOT let the tool do all the work! Certainly these tools may readily provide automated solutions to extended algebraic processes, but there seems to me to be greater value in having the students do some or all of the work, and having the tool check and verify this work.

Such applications of these powerful tools remain yet to be explored. Conclusion Why do I like to use technology in my Mathematics teaching? Because, like life, mathematics was never meant to be a spectator sport. Outcome-based education is a system of education that focuses on the product rather than the process.

Hence, for two classes of students learning Calculus, they are given the task of working in groups of five to solve a set of application problems that are assigned to them at the onset of the semester. Towards the end of fourteen weeks of study, these students are expected to display their work in a learning portfolio and do a short presentation, describing how the problems are solved. The main purpose of providing the questions at the beginning of their learning process is for them to know clearly the learning outcomes expected of them at the end of the semester.

The objective of this research is for the author to share her experience of implementing such measuring instruments in the teaching and learning of Calculus which may well be adapted by teachers or lecturers teaching mathematics in secondary schools or institutions of higher learning. This technique may also be recommended as an alternative to the traditional pencil and paper method of assessment in the teaching of mathematics.

The learning reflections described by the students involved in the study not only show the enjoyment that they value but also contribute to motivate their peers as well as the facilitators in their learning process. Keywords: Learning outcomes, Calculus, Problem-based learning, Measuring instruments.

Most mathematics textbooks recommended for schools state the learning outcomes for each chapter. The institutions of higher learning are concurrently emphasizing a similar approach. This outcome is linked to the UTP Engineering Foundation program outcomes, one of which is to be able to apply knowledge of science and mathematics in problem solving, apply analytical skills to interpret and solve problems, communicate effectively in English and practice behavior that reflects good values in the learning process.

In writing reflections, students express their experience in learning Calculus throughout the semester. Research into metacognition indicates that the probable value of equipping students is for them to reflect on and even take control of their learning [1].

However, this type of assessment is yet to be a common practice in UTP. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities; Cognitive: mental skills or knowledge, Affective: growth in feelings or emotional areas or attitude, and Psychomotor: manual or physical skills [3]. On day one of the semester, each student is provided with hardcopies of the Engineering Mathematics II EMF Calculus learning outcomes, course syllabus, schedule for tests, quizzes and assignment due date.

A separate handout on the expected assignment is also issued to provide clear guidelines of the requirements, and scoring criteria for the assignment. For this paper, the author focuses on the assignment that comprises of the problem solving which will be included in the development of the learning portfolio. Six learning outcomes of the UTP Calculus course are documented and amongst them are that at the end of the semester, the students should be able to apply the techniques of differentiation and integration in solving word problems.

There forth, a set of nine word questions are prepared for which students select five. The problems are given to the students at the onset of the semester whilst the students have yet to learn and be equipped with the knowledge and skills before being able to solve the problems.

This is with the intention of exposing the objectives of learning the course to students so that they are made aware of the reason for doing the course. The assignment is a group work, so the one hundred and forty four students must be designated to their respective groups. The designation is to be at random and not biased. Students will be expected to work with their course mates within the same program, some of whom they may have never known before. Each group is thus numbered and elects a team leader.

With the detail instructions dispensed to each individual student, the groups work on five word problems previously selected. The team leader manages and encourages the team members to working together and contributing to the group. A criterion-based scoring rubric developed by RubiStar [4], is made transparent to the students, so that they know exactly how they will be graded.

At the end of fourteen weeks of study, each group submits their work in a learning portfolio and prepares for a short presentation observed and assessed by the lecturer or facilitator, witnessed by their team members.

For this paper, discussion will focus on the reflections of the problem-based learning. The problems assigned to the students cover the topics that are done towards the end of the first half of the semester and those in the second half of the semester. Rates of change, optimization and solids of revolution are the main areas covered in the problems to be solved.

Having gone through the brain-storming sessions, research, and finally solving the problems as a team, the students are then expected to express their experiential learning in writing. For this piece of work the groups have a choice of individual write-up or a collective one. Students are given two weeks to choose a suitable time for them to do a short presentation. In the presentation, each student is given five minutes to explain what they need to do to solve a particular application problem.

Each student presents his or her solution independently without being assisted by the other team members. The score obtained during this presentation is rewarded to the respective student. The marks obtained in the evaluation of the portfolios are awarded to the respective groups. The evaluation of the CLP and individual presentation is based on the neatness and organization, explanation, mathematical terminology and notation, mathematical concepts, and mathematical reasoning.

The total score obtained in doing the presentation is awarded to each deserving student according to their respective performance. Each student is provided with a copy of peer evaluation form that was to be filled during a class session and handed directly to the lecturer or facilitator.

Students are thus randomly selected to team up with their colleagues whom may or may not be familiar. They respond well with this method of team formation. It is also interesting to note the population breakdown according to gender. The number of female students in both programs is less than the male students. Table 1 shows the breakdown of student combination in terms of gender. The PE group which has 70 students comprises of a much smaller percentage of only Each team successfully solves five problems which have been selected from a pool of nine also by ballot draw.

The individual presentations are done in the presence of the lecturer as the examiner and the team members. Table 2 displays the average scores obtained by students in doing the CLP and the presentations. Table 2. For the EE group, the average score for the portfolio development is 4. Table 3 Quotations. Reflections by Students.

Thus teamwork is applied to EE complete this assignment. In addition, students become closer among each other…every 5 females student is given full commitment to complete tasks given.. For example, an engineer must know how to calculate the amount of material males needed to yield maximum results.

He can calculate this by using optimization method he has learnt in Calculus. Working in EE groups is a good way to provide us with the opportunity. We also EE discover about how useful and essential mathematics in our daily life.

By learning this area of mathematics, we can relate the problems of our 4 males 1 daily world with calculus, and use it to solve problems. These skills can be vitally useful female for us in the future when we do our job as engineers. Besides that the knowledge that we gain now from Calculus can be used in 1 our future career as Differentiation and Integration plays a very important part in a life of PE a Petroleum Engineer.

We can improve our learning experience by helping our friends 4 males 1 understand the topic that they have difficulties understanding. Usually if we do any of female the exercises, we will always use the same method to solve those problems without looking for other methods. We also learn to cooperate PE with our course mate in order to complete our assignment and to excel in this subject.

This course also teach us how to manage our time wisely as this course is a heavy course and requires a lot of time to master it. A sample of such work is taken from four teams of the EE students and another sample of four teams picked from the PE students. The students are able to value the course as a necessary tool in their daily lives apart from doing it for the sake of obtaining grades and gather credit hours for the course.

The difficulties that they encounter while trying to find solutions to the problems have to be dealt with on their own. Students need to really know what they do in solving the problems before being able to do a good presentation and be able to respond well to questions posed by the examiner.

From the students reflections, they have amongst others, indicated that with this problem- based learning, a lot has been learnt: teamwork, commitment, ability in applying theory to practical life, opportunity to explaining to others, self discipline, improve learning, relevance and importance of mathematics, what it means to be hardworking and creative and time management.

To ensure that this type of assessment works and obtain full cooperation from students, careful planning must be done early, preferably before the start of the semester where the instructions for the CLP are clearly provided to students.

Above all, the problems selected for the purpose must serve to measure the learning outcomes. Thus the learning outcomes are to be the main focus for both lecturer and students in the teaching and learning of the course. The criterion-based scoring rubric is made available at the beginning of the semester so that students are mentally prepared of what is expected of them. At the end of the grading period, the PE and EE students in this study have managed to obtain all the solutions to the word problems correctly by applying their knowledge on differentiation and integration techniques.

In conclusion, the learning outcomes have been achieved. Accessed 1 Januari The University of Kansas. Heterogeneous classroom defined in this paper is classroom in which students have a wide range of previous academic achievement, varying levels of tool proficiency and diverse learning styles. Quantitative data from a sequence of research studies conducted over a period from until on calculator mediated learning in mathematics were gathered and briefly reported.

Having the knowledge of such diversity, it is hoped that more effective technology-integrated mathematics curriculum can eventually be developed to help more students to learn about pattern recognition and apply appropriate quantification using mathematics with fervour. Stacey affirms that the judicious use of GC is crucial in harnessing the benefit of the technology. Hong and Thomas claim that proper use of the tool can lead to a more powerful and flexible understanding of the mathematical concept in Calculus.

Penglase and Arnold contended that while GC can encourage the development of mathematical conceptual images, it may at times leave the students with incomplete understanding of the concepts. They attested that the effectiveness of GC depends on the freedom and support available to its users. Martin and Pirie acknowledge that the values of computer or calculator as a teaching tool are dependent on how it complements the total learning environment.

They sustain that in order to maximize the power of the technology teachers must know how to discern when the students are ready for personal teaching and in return provide them with appropriate teaching interventions. Inevitably, the advent of GC technology has prompted the GC manufacturers and some mathematics educators to advocate the educational utility of GC in exploring mathematics and enhancing the teaching and learning of the mathematics content. Similarly, it is also commendable to study on how do GC technology benefit students from different achievement levels and of diverse learning styles.

In addition, this paper also reports the findings on the relationship between brain hemisphericity and tool proficiency. What is more challenging is to ensure that all students in a heterogeneous classroom have equal access to the tool and actively participate in the interactive learning activities.

Heterogeneous classroom in this paper is defined as classroom in which students have a wide range of previous academic achievement, varying levels of tool proficiency and diverse learning styles.

Effective implementation of GC-integrated teaching in a heterogeneous classroom is presumed to be heavily dependable on the learning attitudes and perceptions from this wide range of students. Duffy and Cunningham articulate that tools mediate learning and the participants in the culture appropriate the tools to meet their goals.

In this pretext, research studies undertaken in this paper concur that when we engage the GC technology, our focus should not solely concentrate only on what the tool can do, but also on how and what the students do with the tool and their perceived importance of the tool.

In the aspect of brain hemisphericity and learning styles, the research studies reported in this paper acquiesce with the cognitive neuroscientists that right-brain and left-brain dominant people exhibit different preference of learning or learning styles. According to Felder and Spurlin , learning styles can be classified according to different strengths and preferences in the ways students take in and process information.

Therefore, the subject of interest in this study also includes the issue pertaining why students who receive the same instruction, knowledge, and skills on the use of GC performed differently in the learning task. Below are the research questions: 1. Is there a difference between male and female students in their confidence in using GC to learn mathematics MatGC? The population of this study consisted of respondents who were taking mathematics course taught with GC in the three local institutions of higher learning.

A random sample of respondents aged ranging from 19 to 26 years old was chosen. The respondents consisted of 64 males and females. All of them had no previous experience in using GC. The instrument used in this study was a item survey questionnaire. All items were 5-point Likert scale ranging from 1 strongly disagree through 3 neutral to 5 strongly agree. The 45 items measuring confidence in using GC to learn mathematics MatGC were adapted from an instrument called the Attitudes to Technology in Mathematics Learning Questionnaire Mtech which was developed and validated by Fogarty et al.

The Cronbach alpha for MatGC was. Therefore, male and female students in the study sample did not show any statistical difference in their confidence towards using GC to learn mathematics. Table 2a. Respondents with grade A showed the highest mean score of In other words, it can be concluded that students with better grades in the Additional Mathematics are more confident in using GC to learn mathematics.

Table 3. These items were adapted from an instrument called the Attitudes to Technology in Mathematics Learning Questionnaire Mtech developed and validated by Fogarty et al. All items are 5-point Likert scale ranging from -2 strongly disagree through 0 neutral to 2 strongly agree. A mean score of more than 0. The reliability coefficient alpha was 0. Besides confidence in using GC to learn the mathematics course, students were also asked to evaluate their preferred learning style and choice in using GC in the learning process.

Deviation MatGC 1. This is to say that these students believed that GC can enhance mathematics teaching and the use of GC can enhance their learning of mathematics. In other words, these students understood well that the tool is meant to help to amplify their routine calculation. Detailed discussion of the research finding can be found in Rosihan and Kor Study 3: Impact of the use of GC in the learning of Statistics In , a sample of 76 second year diploma in business students participated in this study.

These respondents were non-mathematics majors but were required to pass Statistics paper in order to graduate. All of them had no experience in using GC. Each student was given a GC during the lesson.

The course contents include the one and two variables descriptive statistics, some principles of data collection methods and sampling techniques. The author conducted the whole course in twelve lessons. One lesson was two hours long and there were all together twelve lessons taught with the use of GC. All items are 5-point Likert scale ranging from 1 strongly disagree through 3 neutral to 5 strongly agree.

Cognitive Competence has six questions measuring attitudes about intellectual knowledge and skills when applied to statistics. Affect has six questions measuring the positive and negative feeling concerning statistics. Values has nine questions measuring attitudes about the use, relevance and worth of statistics in personal and professional life.

Table 5 below displays the total sum of scores for the six aspects before and after GC intervention. Table 5. N Mean score Asymp. Figure 1 shows the comparison of the scores before and after the intervention. Comparison of mean scores before and after GC engagement It was found that after the GC intervention students in the study sample were generally more positive towards statistics SATS.

They appreciate more about the knowledge and skills they learn in statistics cognitive competence , feel better about statistics affect and also regard highly the importance of statistics to their future values.

Their attitudes towards using GC to learn statistics STech had improved as well indicating that they favour the use of the tool in learning statistics. For the aspect of easiness, the higher the total score indicates statistics is perceived easier as a subject. In the study sample, the total score for Easiness was lower after the GC intervention indicating that students in the study sample found that statistics taught with GC is more difficult than before.

As for the different ability in the technological skills groups, Kruskal-Wallis test was used to test if the low, medium and high group in STech has any influence on the post-test and final score for Statistics. The result is shown in Table 6. Table 6. Sig Post-test Low 13 However, the low skills group scored the lowest in both test.

Respondents who were confident in using GC to learn statistics were not necessarily the high achievers in the assessment for the study sample of 76 respondents. Details of the results can be found in Kor A study was conducted in to examine the differences in brain hemispheric processing modes and learning styles among 44 undergraduates who undertake the specialized mathematics course using the GC.

The purpose of the study was to explore the connection between brain hemisphericity, learning styles as well as confidence in using the GC. Brain-Dominance Questionnaire and Index of Learning Style Inventory were administered to the respondents at the commencement of the course. The GC Confidence questionnaire was administered at the end of the course after students had mastered most of the GC skills. Thus a positive mean score indicates a favourable response.

Table 7 below describe the characteristics of learning styles outlined by Felder and Solomon Table 7. Types of learners and learning styles Types of learner Learning styles Active Retains and understands information best by discussing in group, applying it or explaining it to others.

Reflective Prefers to think about and work out something alone. Sensing Likes to learn facts, solve problems by well-established methods. Good at memorizing facts and doing hands-on laboratory work. Dislikes complications as well as surprises. Resents being tested on material that has not been explicitly covered in class. Doesn’t like courses that have no apparent connection to the real world.

Intuitive Prefers discovering possibilities and relationships. To check the internal bugs or server down issue, we recommend you to use Downdetector to know the status of the problem:. Even after trying all the solutions mentioned above, if the error continues, you should contact Zoom official support, they will surely help you get rid of your problem.

Hopefully, this information will help you solve your problem. If you have any other issues related to the Zoom app, feel free to comment in the comment section below. We will try to solve your problem as soon as possible. Zoom Error Code is a problem related to connectivity in the Zoom app.

First of all, you need to check your internet connection. Update the Zoom app to tis latest version, clear cache, disable antivirus, configure network firewall, wait for a while, etc. If your network is secured by a firewall or proxy, you can contact a network administrator to check the Firewall and Proxy settings. Zoom Pas sword Not Working? ViralTalky’s team of content writers regularly helps write high quality content.

Its a party over here. Your email address will not be published. Save my name, email, and website in this browser for the next time I comment. Skip to content. What is Zoom Error Code ? In this article, we briefly explain the ways to fix these issues with the step-by-step guide. Check your Internet connection First of all, you need to check your internet connection, if there is any internet connection problem, please solve it first.

Refresh the web page or click on the Retry button. Turn off all your devices that are connected to your router. Try to keep your router near your device.

You can try connecting your device to the router by using an Ethernet cable. You can also contact your service provider to fix it. Also, you can restart your router for better speed results. Check Sim Settings Open Settings on your device.

Click on SIM cards and mobile networks. Click on your Sim and tap Mobile Networks. Tap on Select network automatically. Update the Zoom app Sometimes an outdated version of the application is responsible for various problems in the application. If you are using an outdated version of Zoom, you can update it from Play Store or Zoom. Clear Application Data You should also clear the app data and allow all permissions, after doing both, restart and login again.

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Zoom merupakan aplikasi video conference yang dikembangkan oleh sebuah perusahaan teknologi komunikasi yang bermarkas di Amerika Serikat. Perangkat lunak ini telah diluncurkan sejak tahun dan pada saat itu Zoom juga mendapat sambutan baik dari berbagai masyarakat. Terlebih di masa pandemi sepeti saat ini, aplikasi Zoom sangat diminati oleh masyarakat di dunia pendidikan dan juga pekerjaan sebagai media alternatif untuk bertatap muka secara online dalam jumlah yang cukup besar.

Hal ini memang tidak bisa dipungkiri, mengingat Zoom sendiri memiliki beberapa layanan yang menarik di dalamnya. Misalnya seperti tersedianya versi gratis untuk konferensi video hingga pengguna, adanya fitur screen share, fitur edit wajah atau background, mendukung di berbagai platform seperti Android , iOS, Windows, Mac , dan Linux.

Meskipun perangkat lunak ini telah menawarkan berbagai kebutuhan bagi penggunanya, bukan berarti Zoom tidak memiliki kekurangan. Mengingat dalam beberapa kasus tertentu, Zoom terkadang memiliki masalah yang sering di alami oleh penggunanya.

Contohnya seperti Zoom error tidak bisa dibuka, mengalami gagal fungsi, munculnya kode eror hingga bermasalah saat melakukan meeting.

Untuk mengatasi permasalahan ini, dapat Anda lakukan dengan beberapa solusi berikut ini. Secara umum, penyebab terjadinya Zoom yang tidak bisa dibuka ini terbagi menjadi beberapa faktor, salah satu di antaranya adalah aplikasi Zoom yang bermasalah atau mungkin juga dapat disebabkan oleh file sampah yang menumpuk. Mengenai kejelasan informasi dari pernyataan tersebut dapat Anda lihat pada beberapa poin berikut ini.

Beberapa solusi yang dapat Anda lakukan untuk mengatasi aplikasi Zoom tidak bisa dibuka mulai dengan melakukan restart komputer, uninstall aplikasi zoom, hingga menghubungi teknisi Zoom. Pada ulasan artikel kali ini, saya menggunakan Windows 10 sebagai alat untuk memperbaikinya. Apabila Anda memiliki permasalahan yang sama, tetapi menggunakan sistem operasi yang lebih rendah, silakan melakukan sedikit penyesuaian terhadap metode yang digunakan.

Berikut tips dan penjelasannya! Memang tips ini hanya bersifat sederhana. Akan tetapi, banyak yang beranggapan jika solusi ini sangat ampuh dalam mengatasi masalah program aplikasi yang tidak respons ketika dibuka. Dalam kondisi seperti ini, biasanya terjadi karena adanya service sistem yang tidak berjalan atau mengalami crash. Setelah beberapa saat Anda melakukan restart, silakan coba untuk memuat ulang kembali aplikasi Zoom. Apabila dengan metode ini tidak menghasilkan perubahan apa pun, maka silakan lanjut ke metode ke dua di bawah ini.

Dengan catatan, sebelumnya Anda sudah membuka dan menjalankan aplikasi. Misalnya memori penyimpanan menjadi penuh , kinerja komputer terasa lambat, hingga beberapa program mengalami error saat dijalankan, termasuk Zoom yang tidak bisa dibuka. Untuk mengatasinya, dapat dilakukan dengan menghapus file-file tersebut secara berkala. Berikut langkah-langkah menghapus file cache untuk Anda yang menggunakan software CCleaner. Maka permasalahan tersebut bisa jadi dikarenakan adanya komponen file yang terdapat di dalam aplikasi Zoom tidak ditemukan.

Untuk mengatasinya Anda hanya perlu menginstall ulang aplikasi Zoom. Berikut langkah-langkahnya! Ketika terjadi error seperti ini, bisa jadi dikarenakan terdapat beberapa file di dalam aplikasi Zoom tidak ditemukan atau hilang. Di samping itu juga, terdapat instruksi pada keterangan error yang menyarankan Anda untuk install ulang aplikasi Zoom. Dalam kondisi ini coba Anda lakukan install ulang aplikasi Zoom sesuai petunjuk dari pesan error tersebut.

Jika setelah install ulang aplikasi Zoom masih bermasalah, coba temukan file cmmlib. Kemudian salin dan paste file tersebut ke lokasi instalasi aplikasi Zoom. Untuk lebih mudahnya, Anda bisa ikuti langkah-langkah di bawah ini.

Namun terkadang juga permasalahan ini dapat terjadi karena bugs di dalam aplikasi Zoom. Untuk mengatasinya dapat dilakukan dengan menggunakan tautan bergabung langsung dari pihak penyelenggara. Tentunya solusi tersebut hanya sebatas untuk masuk ke dalam rapat, tetapi tidak untuk memperbaiki permasalahan.

Maka dari itu, lebih disarankan untuk mengunduh dan menginstall aplikasi Zoom versi terbaru di website resminya. Dengan begitu, masalah ini dapat teratasi dengan cepat dan praktis. Apabila dari seluruh metode di atas, tidak memperbaiki aplikasi Zoom error yang tidak bisa dibuka. Maka satu-satunya cara adalah dengan menghubungi teknisi Zoom. Dalam hal ini terdapat dua cara yang dapat Anda lakukan untuk menghubunginya. Zoom merupakan layanan meeting online di mana masyarakat dapat berinteraksi dengan tatap muka secara online dan real-time.

Dengan adanya teknologi ini, masyarakat mampu membuat sebuah pertemuan dalam skala besar dengan mudah dan praktis. Di samping kelebihan yang ditawarkan oleh aplikasi Zoom, ternyata tidak sedikit pengguna yang sering menemukan berbagai permasalahan. Misalnya aplikasi Zoom error yang tidak bisa dibuka. Dalam mengatasi permasalahan ini, Anda dapat menggunakan salah satu metode yang telah saya berikan di atas. Sekian ulasan singkat mengenai penyebab dan solusi mengatasi Zoom error dan tidak bisa digunakan, semoga dengan salah satu metode di atas dapat memperbaiki permasalahan pada Zoom meeting Anda.

Jika Anda memiliki pertanyaan atau pendapat mengenai ulasan di atas, silakan tulis melalui kolom komentar di bawah ini. Terima kasih dan selamat mencoba! Zoom merupakan sebuah aplikasi yang berfungsi untuk menghubungkan mempertemukan masyarakat dalam jumlah besar dalam bentuk video secara online.

Zoombombing merupakan kondisi di mana terdapat penyusup yang masuk saat rapat dilakukan. Banyak faktor yang menyebabkan Zoom mengalami gagal fungsi. Di antaranya adalah aplikasi zoom yang bermasalah, terdapat bugs, hingga serangan virus. Yaa tentu saja. Anda dapat menggunakan Zoom secara Gratis, namun dengan fitur yang terbatas.

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Students who do not successfully complete the course will have to pay a fine according to the agreement they signed upon admission to the course. Comparisons of Student Backgrounds The students in the Institute in Australian differ greatly from students in Malaysia in many aspects. The students in Australia are not a homegenous group.

Many are adults who have other working experiences and commitments, while students in Malaysia are young school leavers eager to pursue a course in teaching. The Malaysian students do not pay a fee and are bonded by an agreement compared to their Australian counterparts who pay a fee. The Malaysian students live within the campus grounds, while Australian students find their own accommodation outside the campus grounds.

As for the academic entrance qualification, all Malaysian students have strong maths and science high school qualification, while the Australian students come from a variety of disciplines. Responses to this were voluntary. Phillip Adams in his column in the Australian Magazine March , states “We could do better if we taught our kids that kicking ideas around is at least as much fun as kicking a football around.

Have you been challenged by these ideas? Do you believe your understandings of the nature of mathematics and science has changed? Have you enjoyed the experiences of kicking ideas around? Let the teaching team know your thoughts in this discussion forum.

Of the 28 responses, 22 were considered positive, 2 negative and 4 neutral. Some responses appear in Appendix 1. One week before the forum the questions were printed and given to the students. At the forum the lecturer selected 6 leading speakers 3 male and 3 female from each of the 3 races: Malay, Chinese and Indian. After each speaker had given his or her view of one of the questions other students were called upon by the Chairperson of the forum to give their views.

The sixth speaker was first asked about what they did not find interesting about the course and then to give an overview of what they thought about kicking ideas. Every student was called upon to give a view. All 50 students gave positive responses about kicking ideas. Some responses appear in Appendix 2. Tables 2 and 3 show a comparison of the distribution of final marks and grades.

Sivasubramaniam Table 3. Nevertheless, both groups of students reported very positive results with a high degree of similarity of responses refer appendices 1 and 2. Analysis of Qualitative Data The qualitative data from each institution were examined to determine common responses and these categorised as shown in Table 4. Table 4. This may be attributed to a number of factors. One suggestion is the diverse backgrounds of the QUT students compared with the more homogenous and generally stronger mathematical and scientific school backgrounds of the Malaysian students.

He noted that in Queensland, and in other Australian States, higher achieving students are encouraged to take the academic option while lower achieving students are encouraged to take the non- academic option.

Given these circumstances, one might expect the samples from two distinctly different populations to show considerable difference in the distribution of achievement with little overlap. However, this was not observed in the study. Furthermore, those students who had done only Year 10 or 11 mathematics achieved little differently from those who had done the non- academic subject in Year Thus, if pupil background does not correlate with achievement for the QUT group, it is unlikely to be the sole factor in the present study, though we must consider the possibility that it is a contributing factor.

Attributing the difference to different assessors can be ruled out due to the moderation of the journals and the use multiple choice items in the exam. Motivation and expectation. Malaysian students may be motived more than their Australian counterparts. The fact that the Malaysian students are given an all expenses paid for course and in addition receive free medical benefits and an allowance, relieves them of any financial burden, unlike their Australian counterparts who have to supply their own money for everything.

The Malaysian students made teaching their first choice as their career, while for many of the Australian students education was their 2 nd or 3rd choice. While many QUT students are well motivated, there are those who are content simply to pass. The main employing body, Education Queensland, has up until recently not considered academic grades when selecting graduates for employment, instead relying solely on interviews of graduates for ratings.

Changes in this procedure from next year will require graduates to have a grade point average of 5 or better to be eligible for a top rating. Malaysian students are aware of scholarships for masters and Ph. D programmes conducted locally and overseas. One of the major points for the scores to award the scholarship is from the grade they obtain in their Bachelor of Education course and hence this may motivate them to strive more than their Australian counterparts.

There are some Malaysian students who would like just to pass and not attend lectures and tutorials but there are discipline procedures which have been spelt out to the students that deter them from following such a course of action. The course guarantees the student an immediate job in Malaysia.

Hence, the course is a job guaranteed course. This further provides a purpose to motivate the Malaysian students. The Physical Environment in which the two courses operated cannot be ruled out as a cause of the differences. Living within the campus grounds is a major advantage because students have discussion sessions to kick ideas around at any time that is convenient for all in the group.

In fact the Malaysian students have claimed that they enjoyed their discussions so much that it was more fun than sleeping on free afternoons. Living together within the campus grounds enables students to go out on weekends together.

Sivasubramaniam their lectures and tutorial questions during such outings. All this means that they do spend more time kicking ideas around. Other possible reasons Malaysian students have realised that their discussion session have helped them in many other ways. They claim that kicking ideas around helped them to improve their English because they had to speak in English and look up references in English.

They also claim that they have become closer to each other through the interaction demanded by the course. All the Malaysian students claimed that they have discussed what they had learnt in the course with their families and or friends. This means that they thought about their work even during their holidays. Hence, kicking ideas around has indeed instilled confidence for the Malaysian students to bravely discuss it with others well beyond the boundaries of the IPRM campus and independent of help from lecturer and friends.

The main contributors for this are the content of the course and the method of delivery — students experiment and discuss their findings. The content is related to the students real world and this draws students interest to the course. The experiments provide the concrete objects to understand the real world phenomena better. The discussion demands verbalising aptly to convey ones ideas and it also provides practice to verbalise confidently.

The testing is done with their friends when they are kicking ideas around and the brave confident delivery is back home with family and friends. The students in this course were divided into small groups of five to have discussions and to do their experiments. The small groups gave all students more opportunity to speak more often and they also felt comfortable taking risks of trying out their thinking during tutorials in the presence of the lecturer and also outside the lecture time.

This method also promotes social interaction among the multi-racial Malaysian students. These results confirm earlier research such as that reported by Brissenden who noted that the importance of language and communication, practical work and understanding expressed in the The Cockcroft Report, Mathematics Counts, is also supported by a massive body of other research evidence.

These themes demand discussion between teacher and pupils and between pupils themselves as essential features of mathematics lessons at every level. The current research reported here would support the conclusion that the implementation of the unit does in fact improve language skills, develops better understanding of concepts, and helps develop social skills.

Thus the implementation of this unit is consistent with the recommendations of recent reseach in the field. The lower achievement of the QUT students is a cause of concern and is a topic that must be investigated further by the author. Clearly, if the Malaysian students are capable of such high performance, their QUT counterparts should be capable of higher achievement.

The mathematical understanding that prospective teachers bring to teacher education. The Elementary School Journal, 90 4 , Grootenboer, P. Har Eds. Mathematics Education for a Knowledge- based Era. Peard, R.

Putt, R. Faragher, M. McLean Eds. Mathematics Education for the Third Millennium. Mathematics content electives in pre-service primary teacher education in Australia. Quigley Ed. Science, Mathematics and technical education for National Development.

University of Brunei: Brunei Darussalam. Relich, J. Pre-service primary teachers’ attitudes to teaching mathematics. Southwell, B. Owens Eds. Lovell, K. University of London Press: London. Davidson, N. Ed Cooperative Learning in Mathematics. Addison-Wesley: New York. Brissenden, T. Talking About Mathematics. Basil Blackwell: Oxford, England. But, originally when I learn something and that’s that.

It makes it easier for students like me, whose favourite subjects have never really included maths to get motivated and involved. I like this new way of thinking. I can’t wait till I get to use it in a classroom to excite students the same way I’ve been.

Also I think that by kicking ideas around teachers can create a really open and positive learning environment. It can really help with making friends in class. All of my previous forays into this field have seemed rigid and with no room for error. I’m looking forward to learning how to kick ideas around and approach problems logically, not just by recalling equations learnt by rote.

Being able to discuss problems with a group in an environment solely set on encouraging higher thinking is great. And yes I have had a few light bulb moments! I have been talking to family and friends about the unit and its also been valuable discussing things with students who have other tutors. Looking forward to this weeks tut! So I was a child of the rote learning method of everything. Memorising formulas and all that jazz. On reflection I can see now why I did well in maths in some years and performed poorly in others.

In the years I performed poorly I was not enjoying the content because the teachers did not convey its relevance and meaning and I could not relate anything to ‘real life’. I enjoyed the group interaction because everyone in our group brought different strengths and skills to the table – a sharing experience that was missing from my school years. Hehe but this subject has certainly given my mind a work out.

Maybe I am lazy but once I found a solution to a problem; I never bothered to ‘kick’ any further. The tutorial gave my brain a good work out. I am most definatley sic looking forward to more. Because I graduated 9 years ago, the things that I had learnt at the time always had formula or an iron fist that shoved the correct opinion in my brain. I guess I am feeling good that my mind is being opened and I am sharing my ideas with people I live with outside uni, however there is still a lot of anxiety created within myself if I am asked to find my own way to deal with problem solving.

Appendix 2: Qualitative data IP; some sample responses All positive 1. To what extent do you believe you have ‘kicked’ ideas around in this unit so far? So, to accomplish the task we kicked our ideas around with friends, peers and lecturer as well. By kicking ideas we had learnt and gained more ideas. We also had fun during discussion and come up with some interesting ideas. We discussed and compared to come out with the best answers. Along the process, I gained a lot of knowledge.

During this unit, we kicked ideas when we faced any doubts and different views. The questions given to us were more towards discovery approaches that helped us think beyond our limits; initiate us to do extra reading to understand it.

I gained new knowledge and positive learning attitudes that useful for my future teaching. Finally I enjoyed learning this unit.

Sivasubramaniam 2. When to solve the problem for the tutorial tasks I must relate each other. There was a lot of information we need to know. Besides, we not only got information from book but also other resources. Assignments were quite difficult and challenging. We needed to cooperate with team mates to find out the answer. I found a lot of new things to be discovered when doing each of the tutorials.

I had to find many materials from variety of sources such as internet, books and etc. I put a lot of effort to complete each of the tutorial and it was really challenging.

My knowledge has broadened. I learnt many things that I did not know before. I understand more about the things around me and my world now. Many new things have been learnt. More over, I came to know that there is always a logical reason for everything we have learnt. This has made mathematics and science interesting. We held a lot of group discussions. We tolerated and cooperated very well during the discussions. The experiences were really so nice.

The way our lecturer, Dr. Puma taught us, also really impressed me and I really enjoyed her lectures. Because it was more challenging. The answers are not simply right or wrong. We need to search more information to answer one question. It makes me learn a lot of general knowledge.

It will make the concept clearer. I enjoyed the experience of kicking ideas around because it lead me to gain new knowledge and the teaching methods which was used by my lecturer was very effective. All 50 students stated that they have discussed what they have learnt with family and friends. Do you find anything that is not interesting about this course? Realised maths can explain everything. Before this I did not like maths, example probability to win a lottery.

Have to find and read a lot of resources — is good to kick ideas. Thanks to Dr. This presentation describes a number of instructional strategies proven to increase understanding and achievement and discusses how the strategies apply to the use of GSP, both in hands-on activities and in whole-class presentations. In the course of describing the strategies, the presentation surveys the breadth of mathematics that GSP activities and presentations elucidate, with attention to how these activities incorporate and enable various instructional strategies.

The survey ranges from number sense in primary classrooms through calculus and other advanced topics in secondary classrooms. The three essential elements contributing to this transformation are captured by the three descriptors at the beginning of this paragraph: interactive, dynamic, and visualization.

The software is interactive. It gives students control both to create and to manipulate mathematical objects, and it gives students immediate feedback through the mathematical behaviour they observe. The creation of mathematical objects is perhaps even more important, giving students a sense of ownership of the mathematics, a sense of their power to take control of their own mathematical universe.

The software is dynamic. It allows the rapid exploration of many cases resulting from a mathematical construction, with changes in the initial conditions resulting in immediate changes to the mathematical consequences. So much of mathematics is about variation, either explicitly or implicitly. Often students think of a variable as a mystery number, as a symbol representing an unknown and unchanging constant.

Using this software, students come to realize that variables really vary, whether those variables are algebraic the value of x in an equation or geometric the position of a point in the Euclidean plane.

And the software is visual. The ability to identify mathematical invariants, and to observe the behaviour of and constraints on mathematical variables, is crucial to learning and doing mathematics.

One purpose of this presentation is to examine a number of instructional strategies in relation to the educational use of this software. This observation is almost certainly true of education not just in the US, but around the world. Marzano and colleagues have surveyed a large number of studies in order to identify those instructional strategies that result in increased student achievement. Many of these strategies are well-suited to, and enabled by, the use of interactive dynamic visualization software.

This presentation provides specific examples of how student activities can take advantage of research-based instructional strategies. Another purpose of this presentation is to survey the breadth of mathematics elucidated by activities and presentations designed for interactive dynamic visualization software.

For this purpose, each instructional strategy will be illustrated by one or two Sketchpad activities. Each section below considers one instructional strategy, describing one or two examples of its application in the course of specific student activities. They can easily pick out the similarities as being the x—intercepts and the differences as being the curvature and opening direction of the graph. They can further relate the invariants in the image to the invariant parameters r1 and r2, and the changes in the image to particular values of a.

On the right is an image resulting from varying r1. Students can again pick out the similarities and differences, and relate these features to the parameters. By enabling students to identify the similarities and differences in graphs, the software focuses their attention on the relationship of the different parameters to the characteristics of the graph, and encourages students to go on to the next step: explaining why a particular parameter has the effect that it does.

The object is to get students to go beyond appearance to investigate properties. In a dynamic environment the properties of an object are shown through its behaviour rather than through its static appearance at one instant in time. In the first construction, on the left, students drag each of the four vertices, and only when they drag vertex D do they find that the construction does not truly determine a square.

This motivates students to discuss the properties of quadrilateral ABCD as revealed by dragging the figure. Is ABCD a “real” square? Which polygons are real squares? By manipulating the figures and identifying similarities and differences, students pay more attention to the properties and come to a deeper understanding of how a square is different from other quadrilaterals. In the context of a Sketchpad activity, the act of summarizing requires students to decide which of the behaviours they have observed are important and which are not.

For instance, in an activity comparing the geometric transformations of translation sliding , rotation, and reflection, students summarize first by examining all three transformations applied to the same preimage object. In the process, they deepen their understanding of the transformations they have been studying.

Although virtual manipulatives such as dynamic geometry constructions were not specifically part of the studies summarized by Marzano et al. In the United States, there is an ongoing effort to reform the teaching of mathematics, exemplified in the publication Principles and Standards for School Mathematics National Council of Teachers of Mathematics, NCTM , p.

These representations can help students form compelling mental images of the mathematics they are studying, enabling deeper understanding and better retention. Students begin with a point between 0 and 10 on the number line, and estimate its value. In this instance, they might say it appears to be halfway between 6 and 7.

Students then press a button to zoom the portion of the number line containing the point in order to see it more clearly. First the part of the number line containing the point drops down, as on the left, and then it expands to show more detail. Students again estimate the number. At the conclusion of the activity, they can ask to see the actual location of the point expressed numerically.

The representation entailed in zooming the number line relates to and reinforces the meaning of the representation as a string of digits. In another activity, students can explore the connection between the three-dimensional view of a cube and the two-dimensional representation of its net.

Their task in the diagram on the left is to draw segments on the cube to show the pattern that should appear on each face based on the patterns shown on the net. Once they finish, they can press a button to wrap the net around the cube, resulting in the partially-completed animation shown on the right.

Many teachers prefer to have two or three students work together on an activity, finding that the small group promotes mathematical discourse and helps students learn from each other and develop a sense of self-reliance. Two key conclusions from the research are these: 1.

Organizing groups based on ability levels should be done sparingly. Cooperative groups should be kept rather small in size. Marzano et al. The value of mixed- ability groups quickly becomes apparent as all the students benefit from the process of teaching and learning from each other.

The value of small groups is clear as students have more opportunity to interact directly with the software. The first student then tries to match the slope measurements with the lines, as in the sketch shown below on the left. In this instance the first student has matched three of the measurements correctly and gets three points.

Then the students trade places to give the second student a chance to match the slope measurements with the lines. Feedback should be timely. Feedback should be specific to a criterion [as opposed to norm-referenced]. Students can effectively provide some of their own feedback.

Such immediate feedback is certainly timely, and also has the advantages of being criterion- referenced, of coming from a source other than the teacher, and of being non-judgmental. When students work in pairs or small groups, additional feedback comes from other group members—also a particularly effective kind of feedback. The student receives immediate feedback as the rabbit goes beyond the target, with no need for the teacher to intervene, and the image makes the required corrective action easy for the student to determine: Because the rabbit actually hit the target but continued on, the number of jumps was too great.

In another example, calculus students can begin to learn about antiderivatives by constructing a slope probe: a short segment whose slope is determined by a given function. The figure on the left shows the trace left by a student dragging such a probe in the direction of its slope a slope which changes according to the value of the given function to trace out the approximate antiderivative of the given function. The probe can be seen at the right end of the trace. During the dragging process, the slope of the probe gives the student constant feedback as to the direction of the antiderivative, and the thickness of the trace gives the student feedback as to the accuracy with which they are following the correct direction.

From the research, here are some useful tips for teachers: 1. Hypothesis generation and testing can be approached in a more inductive or deductive manner. Teachers should ask students to clearly explain their hypotheses and their conclusions. In inductive hypothesis generation, students manipulate the sketch to generate a large number of cases and use their direct observations to form a conjecture.

In deductive generation, students consider what they already know about the mathematics embodied in a sketch and form a conjecture based on that knowledge.

In either case students go on to test the conjecture in the same sketch or in a different sketch. Properly used, the generation and testing of hypotheses leads students to see the importance of presenting logical arguments for their conclusions. Seeing the value of and feeling the need for proof is an important consequence of hypothesizing and testing. A student has positioned the two red markers to add two secret numbers, with the sum shown below, also in code.

The student drags the markers to different positions, observes the sum, and uses the observations to makes hypotheses. Additional dragging is required to test the hypotheses, and the student continues generating and testing hypotheses until she has broken the entire code. By playing multiple games and improving their strategies, students improve their ability both to generate hypotheses and to test them.

Crack the code. They construct the triangle and one exterior angle, measure the exterior angle and the remote interior angles, and form a conjecture about how they are related. They test their conjecture by performing a calculation and the dragging the vertices to vary the angles. Finally, they do a rotation and a translation of the original triangle that suggest the path to a proof. Various studies point to the kinds of cues and questions that are most effective: 1.

Cues and questions should focus on what is important as opposed to what is unusual. Questions are effective learning tools even when asked before a learning experience. The questions presented in activity worksheets, and the questions teachers use both with individual students during the activity and with the entire class in a summary discussion, should tend toward an appropriately high level. Teachers often get impatient and either call on the first student to volunteer or answer a question themselves if no student volunteers quickly.

This is usually a mistake; students need time to think about a question and formulate their own answer. Providing this wait time will elicit better answers from a wider variety of students, and will make it possible for those students who are not called on to compare their own answer with the answers given by other students.

An effective related strategy is to call on several students to answer a question in turn, allowing each to express the answer in their own words. The activity Cartesian Graphs and Polar Graphs provides an excellent opportunity for teachers to use this strategy.

First, make a wild guess about what it will look like, and write down your guess. There is growing sentiment that classroom teachers … are almost impervious to change….

We believe that this is an overly pessimistic view not only of staff development, but of the profession of teaching in general. We agree, however, that substantive change is difficult. Busy teachers who have been doing things the same way for a fair amount of time will have many valid reasons for not trying a new strategy. What is clearly required to alter the status quo is a sincere desire to change and a firm commitment to weather the inevitable storms as change occurs. The adoption of GSP and GSP activities into the Malaysian mathematics curriculum presents a unique opportunity for teachers to consider using new instructional strategies to accompany the introduction of new instructional technology.

When teachers are trained to use GSP activities, they can also be trained in how to use the most effective instructional strategies with this new instructional tool. In conclusion, Sketchpad activities provide us with a unique opportunity both to change the way students learn mathematics promoting deeper learning, better retention, and a sense of the excitement and beauty of mathematics , and also to change the way teachers present mathematics to their students taking advantage of similarities and differences, summarizing, nonlinguistic representations, cooperative learning, effective feedback, generation and testing of hypotheses, and high-level cues and questions.

Pickering, D. J, and Pollock, J. Soon after I began my teaching career, personal computers also made their introduction to the classroom. It is interesting to look back over that time and, in particular, to ponder what we have learned from both classroom research and the wisdom of practice concerning the use of technology as an aid to learning.

From my perspective, as classroom teacher, researcher and academic, it is possible to make some fairly well-supported and sensible statements at this point in time concerning good teaching and learning, the teaching and learning of mathematics, and of algebra in particular. It is then possible to relate these to the appropriate and effective use of technology for the learning of algebra in a meaningful way. Students learn best when they are actively engaged in constructing meaning about content that is relevant, worthwhile, integrated and connected to their world.

Students learn mathematics best when a. They are active participants in their learning, not passive spectators; b. They learn mathematics as integrated and meaningful, not disjoint and arbitrary; c. They learn mathematics within the context of challenging and interesting applications. Students learn algebra best when o It is not presented as meaningless symbols following arbitrary rules; o The understanding of algebra is based upon concrete foundations, with opportunities for manipulation and visualisation; o Algebra is presented as a vital tool for modeling real-world applications.

And the role of technology in the process? Good technology supports students in building skills and concepts by offering multiple pathways for viewing and for approaching worthwhile tasks, and scaffolds them appropriately throughout the learning process.

They may also be used to introduce the symbolic notation of algebra in a practical and meaningful way. Two major limitations may be identified with the use of such concrete materials in this context: there is no direct link between the concrete model and the symbolic form, other than that drawn by the teacher — students working with cardboard squares and rectangles must be reminded regularly what these represent.

Of even greater concern, these concrete models promote a static rather than dynamic understanding of the variable concept. Both these limitations may be countered by the use of appropriate technology to scaffold and support the tactile forms of these models. After even a brief exposure, students will never again confuse 2x with x2 since they are clearly different shapes.

The introduction of the graphical representation is too often rushed and much is assumed on the part of the students. Like the rest of algebra, the origins of graphs should lie firmly in number. The use of scatter plots of number patterns and numerical data should precede the more usual continuous line graphs, which we use to represent functions.

We now have tools which make it easy for students to manipulate scatter plots and so further build understanding of the relationship between table of values and graphical representation. Once we have built firm numerical foundations for symbol and graph, our students are ready to begin to use algebra — perhaps a novel idea in current classrooms!

The real power of algebra lies in its use as a tool for modeling the real world and, in fact, all possible worlds! Teaching algebra from a modeling perspective most clearly exemplifies that approach, and serves to bring together the symbols, numbers and graphs that they have begun to use.

The simple paper folding activity shown – in which the top left corner of a sheet of A4 paper is folded down to meet the opposite side, forming a triangle in the bottom left corner — is a great example of a task which begins with measurement, involves some data collection and leads to the building of an algebraic model.

Students measure the base and height of their triangles, use these to calculate the area of the triangle, and then put their data into lists, which can then be plotted. They may then begin to build their algebraic model, but using appropriate technology, may use real language to scaffold this process and develop a meaningful algebraic structure, as shown. Returning to the graphical representation, students may now plot the graph of their function, area x , and see how it passes through each of their measured data points — convincing proof that their model is correct — and usually a dramatic classroom moment!

This is powerful, meaningful use of algebraic symbolism. The building of purposeful algebraic structures using real language supports students in making sense of what they are doing, and validates the algebraic expressions which they can then go on to produce.

Able students should still be expected to compute the algebraic forms required and perhaps validate them using a variety of means. This use of real language for the definition of functions and variables has previously only existed on CAS computer algebra software and even there only rarely been used. The new TI-Nspire is a numeric platform non-CAS and so allowable in all exams supporting graphic calculators, but it supports this use of real language.

Using CAS we can actually display the function in its symbolic form, and then compute derivative and exact solution, arriving at the theoretical solution to this problem. The best fold occurs when the height of the fold is 7 cm, exactly one third of the width of the page. Using non- CAS tools, this same result may be found using the numerical function maximum command, or by using numeric derivative and numeric solve commands.

Scaffolding is an important aspect of meaningful algebra learning, and computer algebra offers some powerful opportunities for such support. The real challenge in using CAS for teaching and learning, however, lies in finding ways to NOT let the tool do all the work! Certainly these tools may readily provide automated solutions to extended algebraic processes, but there seems to me to be greater value in having the students do some or all of the work, and having the tool check and verify this work.

Such applications of these powerful tools remain yet to be explored. Conclusion Why do I like to use technology in my Mathematics teaching? Because, like life, mathematics was never meant to be a spectator sport. Outcome-based education is a system of education that focuses on the product rather than the process.

Hence, for two classes of students learning Calculus, they are given the task of working in groups of five to solve a set of application problems that are assigned to them at the onset of the semester. Towards the end of fourteen weeks of study, these students are expected to display their work in a learning portfolio and do a short presentation, describing how the problems are solved. The main purpose of providing the questions at the beginning of their learning process is for them to know clearly the learning outcomes expected of them at the end of the semester.

The objective of this research is for the author to share her experience of implementing such measuring instruments in the teaching and learning of Calculus which may well be adapted by teachers or lecturers teaching mathematics in secondary schools or institutions of higher learning. This technique may also be recommended as an alternative to the traditional pencil and paper method of assessment in the teaching of mathematics.

The learning reflections described by the students involved in the study not only show the enjoyment that they value but also contribute to motivate their peers as well as the facilitators in their learning process. Keywords: Learning outcomes, Calculus, Problem-based learning, Measuring instruments.

Most mathematics textbooks recommended for schools state the learning outcomes for each chapter. The institutions of higher learning are concurrently emphasizing a similar approach. This outcome is linked to the UTP Engineering Foundation program outcomes, one of which is to be able to apply knowledge of science and mathematics in problem solving, apply analytical skills to interpret and solve problems, communicate effectively in English and practice behavior that reflects good values in the learning process.

In writing reflections, students express their experience in learning Calculus throughout the semester. Research into metacognition indicates that the probable value of equipping students is for them to reflect on and even take control of their learning [1].

However, this type of assessment is yet to be a common practice in UTP. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities; Cognitive: mental skills or knowledge, Affective: growth in feelings or emotional areas or attitude, and Psychomotor: manual or physical skills [3]. On day one of the semester, each student is provided with hardcopies of the Engineering Mathematics II EMF Calculus learning outcomes, course syllabus, schedule for tests, quizzes and assignment due date.

A separate handout on the expected assignment is also issued to provide clear guidelines of the requirements, and scoring criteria for the assignment. For this paper, the author focuses on the assignment that comprises of the problem solving which will be included in the development of the learning portfolio. Six learning outcomes of the UTP Calculus course are documented and amongst them are that at the end of the semester, the students should be able to apply the techniques of differentiation and integration in solving word problems.

There forth, a set of nine word questions are prepared for which students select five. The problems are given to the students at the onset of the semester whilst the students have yet to learn and be equipped with the knowledge and skills before being able to solve the problems.

This is with the intention of exposing the objectives of learning the course to students so that they are made aware of the reason for doing the course. The assignment is a group work, so the one hundred and forty four students must be designated to their respective groups. The designation is to be at random and not biased. Students will be expected to work with their course mates within the same program, some of whom they may have never known before. Each group is thus numbered and elects a team leader.

With the detail instructions dispensed to each individual student, the groups work on five word problems previously selected. The team leader manages and encourages the team members to working together and contributing to the group. A criterion-based scoring rubric developed by RubiStar [4], is made transparent to the students, so that they know exactly how they will be graded.

At the end of fourteen weeks of study, each group submits their work in a learning portfolio and prepares for a short presentation observed and assessed by the lecturer or facilitator, witnessed by their team members.

For this paper, discussion will focus on the reflections of the problem-based learning. The problems assigned to the students cover the topics that are done towards the end of the first half of the semester and those in the second half of the semester. Rates of change, optimization and solids of revolution are the main areas covered in the problems to be solved.

Having gone through the brain-storming sessions, research, and finally solving the problems as a team, the students are then expected to express their experiential learning in writing. For this piece of work the groups have a choice of individual write-up or a collective one. Students are given two weeks to choose a suitable time for them to do a short presentation. In the presentation, each student is given five minutes to explain what they need to do to solve a particular application problem.

Each student presents his or her solution independently without being assisted by the other team members. The score obtained during this presentation is rewarded to the respective student. The marks obtained in the evaluation of the portfolios are awarded to the respective groups. The evaluation of the CLP and individual presentation is based on the neatness and organization, explanation, mathematical terminology and notation, mathematical concepts, and mathematical reasoning.

The total score obtained in doing the presentation is awarded to each deserving student according to their respective performance. Each student is provided with a copy of peer evaluation form that was to be filled during a class session and handed directly to the lecturer or facilitator.

Students are thus randomly selected to team up with their colleagues whom may or may not be familiar. They respond well with this method of team formation. It is also interesting to note the population breakdown according to gender. The number of female students in both programs is less than the male students. Table 1 shows the breakdown of student combination in terms of gender. The PE group which has 70 students comprises of a much smaller percentage of only Each team successfully solves five problems which have been selected from a pool of nine also by ballot draw.

The individual presentations are done in the presence of the lecturer as the examiner and the team members. Table 2 displays the average scores obtained by students in doing the CLP and the presentations. Table 2. For the EE group, the average score for the portfolio development is 4. Table 3 Quotations. Reflections by Students.

Thus teamwork is applied to EE complete this assignment. In addition, students become closer among each other…every 5 females student is given full commitment to complete tasks given.. For example, an engineer must know how to calculate the amount of material males needed to yield maximum results.

He can calculate this by using optimization method he has learnt in Calculus. Working in EE groups is a good way to provide us with the opportunity. We also EE discover about how useful and essential mathematics in our daily life.

By learning this area of mathematics, we can relate the problems of our 4 males 1 daily world with calculus, and use it to solve problems. These skills can be vitally useful female for us in the future when we do our job as engineers. Besides that the knowledge that we gain now from Calculus can be used in 1 our future career as Differentiation and Integration plays a very important part in a life of PE a Petroleum Engineer.

We can improve our learning experience by helping our friends 4 males 1 understand the topic that they have difficulties understanding. Usually if we do any of female the exercises, we will always use the same method to solve those problems without looking for other methods. We also learn to cooperate PE with our course mate in order to complete our assignment and to excel in this subject.

This course also teach us how to manage our time wisely as this course is a heavy course and requires a lot of time to master it. A sample of such work is taken from four teams of the EE students and another sample of four teams picked from the PE students. The students are able to value the course as a necessary tool in their daily lives apart from doing it for the sake of obtaining grades and gather credit hours for the course.

The difficulties that they encounter while trying to find solutions to the problems have to be dealt with on their own. Students need to really know what they do in solving the problems before being able to do a good presentation and be able to respond well to questions posed by the examiner.

From the students reflections, they have amongst others, indicated that with this problem- based learning, a lot has been learnt: teamwork, commitment, ability in applying theory to practical life, opportunity to explaining to others, self discipline, improve learning, relevance and importance of mathematics, what it means to be hardworking and creative and time management.

To ensure that this type of assessment works and obtain full cooperation from students, careful planning must be done early, preferably before the start of the semester where the instructions for the CLP are clearly provided to students.

Above all, the problems selected for the purpose must serve to measure the learning outcomes. Thus the learning outcomes are to be the main focus for both lecturer and students in the teaching and learning of the course. The criterion-based scoring rubric is made available at the beginning of the semester so that students are mentally prepared of what is expected of them. At the end of the grading period, the PE and EE students in this study have managed to obtain all the solutions to the word problems correctly by applying their knowledge on differentiation and integration techniques.

In conclusion, the learning outcomes have been achieved. Accessed 1 Januari The University of Kansas. Heterogeneous classroom defined in this paper is classroom in which students have a wide range of previous academic achievement, varying levels of tool proficiency and diverse learning styles. Quantitative data from a sequence of research studies conducted over a period from until on calculator mediated learning in mathematics were gathered and briefly reported.

Having the knowledge of such diversity, it is hoped that more effective technology-integrated mathematics curriculum can eventually be developed to help more students to learn about pattern recognition and apply appropriate quantification using mathematics with fervour. Stacey affirms that the judicious use of GC is crucial in harnessing the benefit of the technology. Hong and Thomas claim that proper use of the tool can lead to a more powerful and flexible understanding of the mathematical concept in Calculus.

Penglase and Arnold contended that while GC can encourage the development of mathematical conceptual images, it may at times leave the students with incomplete understanding of the concepts. They attested that the effectiveness of GC depends on the freedom and support available to its users. Martin and Pirie acknowledge that the values of computer or calculator as a teaching tool are dependent on how it complements the total learning environment.

They sustain that in order to maximize the power of the technology teachers must know how to discern when the students are ready for personal teaching and in return provide them with appropriate teaching interventions. Inevitably, the advent of GC technology has prompted the GC manufacturers and some mathematics educators to advocate the educational utility of GC in exploring mathematics and enhancing the teaching and learning of the mathematics content. Similarly, it is also commendable to study on how do GC technology benefit students from different achievement levels and of diverse learning styles.

In addition, this paper also reports the findings on the relationship between brain hemisphericity and tool proficiency. What is more challenging is to ensure that all students in a heterogeneous classroom have equal access to the tool and actively participate in the interactive learning activities.

Heterogeneous classroom in this paper is defined as classroom in which students have a wide range of previous academic achievement, varying levels of tool proficiency and diverse learning styles.

Effective implementation of GC-integrated teaching in a heterogeneous classroom is presumed to be heavily dependable on the learning attitudes and perceptions from this wide range of students. Duffy and Cunningham articulate that tools mediate learning and the participants in the culture appropriate the tools to meet their goals.

In this pretext, research studies undertaken in this paper concur that when we engage the GC technology, our focus should not solely concentrate only on what the tool can do, but also on how and what the students do with the tool and their perceived importance of the tool.

In the aspect of brain hemisphericity and learning styles, the research studies reported in this paper acquiesce with the cognitive neuroscientists that right-brain and left-brain dominant people exhibit different preference of learning or learning styles. According to Felder and Spurlin , learning styles can be classified according to different strengths and preferences in the ways students take in and process information.

Therefore, the subject of interest in this study also includes the issue pertaining why students who receive the same instruction, knowledge, and skills on the use of GC performed differently in the learning task. Below are the research questions: 1. Is there a difference between male and female students in their confidence in using GC to learn mathematics MatGC? The population of this study consisted of respondents who were taking mathematics course taught with GC in the three local institutions of higher learning.

A random sample of respondents aged ranging from 19 to 26 years old was chosen. The respondents consisted of 64 males and females. All of them had no previous experience in using GC. The instrument used in this study was a item survey questionnaire. All items were 5-point Likert scale ranging from 1 strongly disagree through 3 neutral to 5 strongly agree. The 45 items measuring confidence in using GC to learn mathematics MatGC were adapted from an instrument called the Attitudes to Technology in Mathematics Learning Questionnaire Mtech which was developed and validated by Fogarty et al.

The Cronbach alpha for MatGC was. Therefore, male and female students in the study sample did not show any statistical difference in their confidence towards using GC to learn mathematics. Table 2a. Respondents with grade A showed the highest mean score of In other words, it can be concluded that students with better grades in the Additional Mathematics are more confident in using GC to learn mathematics.

Table 3. These items were adapted from an instrument called the Attitudes to Technology in Mathematics Learning Questionnaire Mtech developed and validated by Fogarty et al. All items are 5-point Likert scale ranging from -2 strongly disagree through 0 neutral to 2 strongly agree. A mean score of more than 0. The reliability coefficient alpha was 0. Besides confidence in using GC to learn the mathematics course, students were also asked to evaluate their preferred learning style and choice in using GC in the learning process.

Deviation MatGC 1. This is to say that these students believed that GC can enhance mathematics teaching and the use of GC can enhance their learning of mathematics. In other words, these students understood well that the tool is meant to help to amplify their routine calculation. Detailed discussion of the research finding can be found in Rosihan and Kor Study 3: Impact of the use of GC in the learning of Statistics In , a sample of 76 second year diploma in business students participated in this study.

These respondents were non-mathematics majors but were required to pass Statistics paper in order to graduate. All of them had no experience in using GC. Each student was given a GC during the lesson.

The course contents include the one and two variables descriptive statistics, some principles of data collection methods and sampling techniques. The author conducted the whole course in twelve lessons. One lesson was two hours long and there were all together twelve lessons taught with the use of GC. All items are 5-point Likert scale ranging from 1 strongly disagree through 3 neutral to 5 strongly agree.

Cognitive Competence has six questions measuring attitudes about intellectual knowledge and skills when applied to statistics. Affect has six questions measuring the positive and negative feeling concerning statistics. Values has nine questions measuring attitudes about the use, relevance and worth of statistics in personal and professional life.

Table 5 below displays the total sum of scores for the six aspects before and after GC intervention. Table 5. N Mean score Asymp. Figure 1 shows the comparison of the scores before and after the intervention. Comparison of mean scores before and after GC engagement It was found that after the GC intervention students in the study sample were generally more positive towards statistics SATS.

They appreciate more about the knowledge and skills they learn in statistics cognitive competence , feel better about statistics affect and also regard highly the importance of statistics to their future values.

Their attitudes towards using GC to learn statistics STech had improved as well indicating that they favour the use of the tool in learning statistics. For the aspect of easiness, the higher the total score indicates statistics is perceived easier as a subject. In the study sample, the total score for Easiness was lower after the GC intervention indicating that students in the study sample found that statistics taught with GC is more difficult than before.

As for the different ability in the technological skills groups, Kruskal-Wallis test was used to test if the low, medium and high group in STech has any influence on the post-test and final score for Statistics. The result is shown in Table 6. Table 6. Sig Post-test Low 13 However, the low skills group scored the lowest in both test.

Respondents who were confident in using GC to learn statistics were not necessarily the high achievers in the assessment for the study sample of 76 respondents. Details of the results can be found in Kor A study was conducted in to examine the differences in brain hemispheric processing modes and learning styles among 44 undergraduates who undertake the specialized mathematics course using the GC.

The purpose of the study was to explore the connection between brain hemisphericity, learning styles as well as confidence in using the GC. Brain-Dominance Questionnaire and Index of Learning Style Inventory were administered to the respondents at the commencement of the course. The GC Confidence questionnaire was administered at the end of the course after students had mastered most of the GC skills. Thus a positive mean score indicates a favourable response.

Table 7 below describe the characteristics of learning styles outlined by Felder and Solomon Table 7. Types of learners and learning styles Types of learner Learning styles Active Retains and understands information best by discussing in group, applying it or explaining it to others.

Reflective Prefers to think about and work out something alone. Sensing Likes to learn facts, solve problems by well-established methods. Good at memorizing facts and doing hands-on laboratory work. Dislikes complications as well as surprises. Resents being tested on material that has not been explicitly covered in class. Doesn’t like courses that have no apparent connection to the real world.

Intuitive Prefers discovering possibilities and relationships. To check the internal bugs or server down issue, we recommend you to use Downdetector to know the status of the problem:. Even after trying all the solutions mentioned above, if the error continues, you should contact Zoom official support, they will surely help you get rid of your problem.

Hopefully, this information will help you solve your problem. If you have any other issues related to the Zoom app, feel free to comment in the comment section below. We will try to solve your problem as soon as possible. Zoom Error Code is a problem related to connectivity in the Zoom app.

First of all, you need to check your internet connection. Update the Zoom app to tis latest version, clear cache, disable antivirus, configure network firewall, wait for a while, etc. If your network is secured by a firewall or proxy, you can contact a network administrator to check the Firewall and Proxy settings. Zoom Pas sword Not Working? ViralTalky’s team of content writers regularly helps write high quality content.

Its a party over here. Your email address will not be published. Save my name, email, and website in this browser for the next time I comment. Skip to content. What is Zoom Error Code ? In this article, we briefly explain the ways to fix these issues with the step-by-step guide. Check your Internet connection First of all, you need to check your internet connection, if there is any internet connection problem, please solve it first.

Refresh the web page or click on the Retry button. Turn off all your devices that are connected to your router. Try to keep your router near your device.

You can try connecting your device to the router by using an Ethernet cable. You can also contact your service provider to fix it. Also, you can restart your router for better speed results. Check Sim Settings Open Settings on your device.

Click on SIM cards and mobile networks. Click on your Sim and tap Mobile Networks. Tap on Select network automatically. Update the Zoom app Sometimes an outdated version of the application is responsible for various problems in the application. If you are using an outdated version of Zoom, you can update it from Play Store or Zoom. Clear Application Data You should also clear the app data and allow all permissions, after doing both, restart and login again.

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