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Journal articles on the topic 'High school mathematics teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Hameed, Gulnaz, and Intzar Hussain Butt. "Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices." Global Social Sciences Review III, no. IV (2018): 127–41. http://dx.doi.org/10.31703/gssr.2018(iii-iv).09.

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This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that

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Stohlmann, Micah. "STEM Integration for High School Mathematics Teachers." Journal of Research in STEM Education 6, no. 1 (2020): 52–63. http://dx.doi.org/10.51355/jstem.2020.71.

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The discipline of mathematics in science, technology, engineering, and mathematics (STEM) integration has not yet been consistently connected in a clear way for a large amount of high school mathematics teacher to implement STEM integration well. In response to this I have proposed a focus on integrated steM education; the integration of STEM subjects with an explicit focus on mathematics. There are benefits to integrated steM education in a mathematics classroom including increased motivation, interest, and achievement for students. Integrated steM integration can also prepare students with t

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Curtis, Carol. "Keeping Our Nation's Mathematics Teachers." ISRN Education 2012 (December 17, 2012): 1–11. http://dx.doi.org/10.5402/2012/424715.

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Teacher retention has been an issue that has influenced education for many years. The purpose of this research was to uncover the factors that influence a mathematics teacher’s decision to leave the teaching profession. This study compared teachers’ responses by regions of the country, as well as responses between middle school and high school mathematics teachers. Findings from the study indicate an alarmingly high rate of teachers who will be leaving the teaching field for reasons other than retirement. The role of administrators in teacher retention is significant, and implications from the

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Haryanto, Loeky, Andi Galsan Mahie, Amir Kamal Amir, Naimah Aris, and Kasbawati Kasbawati. "Pembelajaran Matematika Berbasis Komputer Untuk MGMP Matematika SMP Di Kabupaten Pangkajene dan Kepulauan." JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) 3, no. 1 (2019): 100. http://dx.doi.org/10.36339/je.v3i1.194.

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Computers as learning media have become mandatory in the teaching and learning process. Mathematical learning in which the field of study is abstract and requires logical thinking is also inseparable from computer learning media. Many software made to facilitate mathematics learning activities, among others: Geogebra, Microsoft Mathematic, Maple, Matlab, SAS, SPSS etc. The dedication activities have been carried out by the Mathematics Department of FMIPA in collaboration with the Hasanuddin University Research and Community Service Institute (Lp2M) in Mathematics Subject Teacher (MGMP) at the

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Fetler, Mark. "High School Staff Characteristics and Mathematics Test Results." education policy analysis archives 7 (March 26, 1999): 9. http://dx.doi.org/10.14507/epaa.v7n9.1999.

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This study investigates the relationship between measures of mathematics teacher skill and student achievement in California high schools. Test scores are analyzed in relation to teacher experience and education and student demographics. The results are consistent with the hypotheses that there is a shortage of qualified mathematics teachers in California and that this shortage is associated with low student scores in mathematics. After controlling for poverty, teacher experience and preparation significantly predict test scores. Short-term strategies to increase the supply of qualified mathem

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Mastuti, Ajeng Gelora, Toto Nusantara, Purwanto Purwanto, et al. "Interpretation Awareness of Creativity Mathematics Teacher High School." International Education Studies 9, no. 9 (2016): 32. http://dx.doi.org/10.5539/ies.v9n9p32.

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<p class="apa">The purpose of this study are: a) to investigate high school math teacher creativity equality, b) to investigate what factors can inhibit their creativity consciousness. The subjects of this study consisted of two high school math teacher who had a different experience academically. The results of the qualitative research show the relationship between creativity and high school math teacher is focused on procedures and not on the product, presents the conception refers to the creativity in the perspective of learners. The observation of classes conducted by researchers for

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Nguyen, Hau H. "Vietnamese High School Teacher’s Conception of Mathematics." Journal of Advanced Research in Dynamical and Control Systems 12, no. 3 (2020): 497–510. http://dx.doi.org/10.5373/jardcs/v12i3/20201216.

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Hendriana, Heris. "SENIOR HIGH SCHOOL TEACHERS’ MATHEMATICAL QUESTIONING ABILITY AND METAPHORICAL THINKING LEARNING." Infinity Journal 6, no. 1 (2017): 51. http://dx.doi.org/10.22460/infinity.v6i1.243.

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This study is designed in the form of experiment with the design of control group and posttest only aimed at investigating the role of learning that teaches metaphorical thinking in improving senior high school teachers’ mathematical questioning ability. The population of this study was senior high school teachers of mathematics in West Java province and the samples were 124 senior high school teachers of mathematics set purposively and randomly to be included into the experimental class and control class. Based on the results and discussion, it is concluded that: (1) mathematical questioning

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Hendriana, Heris. "SENIOR HIGH SCHOOL TEACHERS’ MATHEMATICAL QUESTIONING ABILITY AND METAPHORICAL THINKING LEARNING." Infinity Journal 6, no. 1 (2017): 51. http://dx.doi.org/10.22460/infinity.v6i1.p51-58.

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This study is designed in the form of experiment with the design of control group and posttest only aimed at investigating the role of learning that teaches metaphorical thinking in improving senior high school teachers’ mathematical questioning ability. The population of this study was senior high school teachers of mathematics in West Java province and the samples were 124 senior high school teachers of mathematics set purposively and randomly to be included into the experimental class and control class. Based on the results and discussion, it is concluded that: (1) mathematical questioning

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10

Dickerson, David S., and Helen M. Doerr. "High school mathematics teachers’ perspectives on the purposes of mathematical proof in school mathematics." Mathematics Education Research Journal 26, no. 4 (2014): 711–33. http://dx.doi.org/10.1007/s13394-013-0091-6.

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11

Ingersoll, Richard M., and Henry May. "The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover." Educational Evaluation and Policy Analysis 34, no. 4 (2012): 435–64. http://dx.doi.org/10.3102/0162373712454326.

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This study examines the magnitude, destinations, and determinants of mathematics and science teacher turnover. The data are from the nationally representative Schools and Staffing Survey and the Teacher Follow-Up Survey. Over the past two decades, rates of mathematics and science teacher turnover have increased but, contrary to conventional wisdom, have not been consistently different than those of other teachers. Also, contrary to conventional wisdom, mathematics and science teachers were also no more likely than other teachers to take noneducation jobs, such as in technological fields or to

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Taley, Isaac Bengre, and Matilda Sarpong Adusei. "Junior high school mathematics teachers’ knowledge in calculators." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 1 (2020): 80–93. http://dx.doi.org/10.23917/jramathedu.v5i1.9523.

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Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in te

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Hasbi Sjamsir, Usfandi Haryaka,. "Factors Influencing Teachers’ Performance in Junior High School." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (2021): 2058–71. http://dx.doi.org/10.17762/turcomat.v12i6.4810.

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The study aims to determine whether work motivation affects teacher performance, discipline influences teacher performance, and teacher interpersonal communication affects teacher performance. Also, this research explores the prominent factors that influence teacher performance. This research was conducted at Samarinda Middle School with a sample of 60 randomly selected teachers from six Junior High Schools in Samarinda. The data were collected using a questionnaire, followed by interviews with five teacher representatives from each school. Furthermore, the data were analyzed by path analysis.

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Foletta, Gina M. "Projects: Making Mathematics: Developing Mathematical Research Skills." Mathematics Teacher 94, no. 7 (2001): 622. http://dx.doi.org/10.5951/mt.94.7.0622.

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The Making Mathematics Project supports high school students—or small groups of students with a teacher—in their work on research projects in mathematics. This support is offered in the form of Web-based resources and online mentoring for secondary school students and their teachers.

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ABELLAR, ELISA. "JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS’ PROFESSIONAL AND PERSONAL CHARACTERISTICS." Advances in Social Sciences Research Journal 8, no. 7 (2021): 181–86. http://dx.doi.org/10.14738/assrj.87.10434.

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ABSTRACT  This study sought to determine the Junior High School Mathematics teachers’ level of professional and personal characteristics in Maguindanao Division I. Specifically, it determined the Junior High School Mathematics Teachers’ level of Professional and personal characteristics; the Junior High School Students’ level of academic performance in Mathematics; and the significant relationships of the teachers’ level of Professional and personal characteristics and their Junior High students’ level of performance in Mathematics. The study used the descriptive-correlational surv

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Küçükalioğlu, Tevfik, and Güler Tuluk. "The Effect of Mathematics Teachers’ Self-Efficacy and Leadership Styles on Students’ Mathematical Achievement and Attitudes." ATHENS JOURNAL OF EDUCATION 8, no. 3 (2021): 221–38. http://dx.doi.org/10.30958/aje.8-3-1.

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The aim of this study was to examine the effect of middle school mathematics teachers' self-efficacy and leadership styles on middle school students’ mathematical achievements and attitude towards mathematics. In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in North-West Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher’s Self-Efficacy Scale, and Mathematics Achie

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Rhoads, Kathryn, Iuliana Radu, and Keith Weber. "THE TEACHER INTERNSHIP EXPERIENCES OF PROSPECTIVE HIGH SCHOOL MATHEMATICS TEACHERS." International Journal of Science and Mathematics Education 9, no. 4 (2011): 999–1022. http://dx.doi.org/10.1007/s10763-010-9267-7.

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Selling, Sarah Kate. "Making Mathematical Practices Explicit in Urban Middle and High School Mathematics Classrooms." Journal for Research in Mathematics Education 47, no. 5 (2016): 505–51. http://dx.doi.org/10.5951/jresematheduc.47.5.0505.

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To learn mathematical practices, students need opportunities to engage in them. But simply providing such opportunities may not be sufficient to support all students. Simultaneously, explicitly teaching mathematical practices could be problematic if instruction becomes prescriptive. This study investigated how teachers might make mathematical practices explicit in classroom discourse. Analyses of 26 discussions from 3 mathematics classes revealed that teachers made mathematical practices explicit primarily after students had participated in them. I present a framework of 8 types of teacher mov

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Manullang, Martua, and Waminton Rajagukguk. "Some Factors that Affecting the Performance of Mathematics Teachers in Junior High School in Medan." International Education Studies 9, no. 4 (2016): 165. http://dx.doi.org/10.5539/ies.v9n4p165.

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<p class="apa">Some Factor’s That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of surveying the number of respondents as many as 102 teachers of mathematics taken by stratified proportional random sampling. The research found there is a direct influence of organizational knowledge on achievement motivation, decisio

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Nguyen Huu, Hau. "Reality of students’ assessment skill at high school." Journal of Science Educational Science 65, no. 7 (2020): 150–61. http://dx.doi.org/10.18173/2354-1075.2020-0086.

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In this study, our main purpose is to investigate the opinions of students of Mathematics Teacher Education, University lecturers and High school teachers about the purpose of classroom assessment. The research questions are: what methods are teachers using to assess students, basic components of assessment skills students need to train to students of Mathematics Teacher Education, and what factors influence students’ assessment. The results showed that the surveyed subjects were relatively aware of the purpose of the assessment. Teachers have used most of the traditional assessment methods in

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21

Meyer, Michael, and Susanne Schnell. "What counts as a “good” argument in school?—how teachers grade students’ mathematical arguments." Educational Studies in Mathematics 105, no. 1 (2020): 35–51. http://dx.doi.org/10.1007/s10649-020-09974-z.

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Abstract As argumentation is an activity at the heart of mathematics, (not only) German school curricula request students to construct mathematical arguments, which get evaluated by teachers. However, it remains unclear which criteria teachers use to decide on a specific grade in a summative assessment setting. In this paper, we draw on two sources for these criteria: First, we present theoretically derived dimensions along which arguments can be assessed. Second, a qualitative interview study with 16 teachers from German secondary schools provides insights in their criteria developed in pract

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Akiba, Motoko. "Professional Learning Activities in Context: A Statewide Survey of Middle School Mathematics Teachers." education policy analysis archives 20 (May 21, 2012): 14. http://dx.doi.org/10.14507/epaa.v20n14.2012.

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Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and contextual characteristics associated with the amount of their professional learning activities? The study examined seven types of formal and informal professional learning activities: 1) professional development programs, 2) teacher collaboration, 3) universi

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Jelatu, Silfanus, Ricardus Jundu, Emilianus Jehadus, et al. "Penguatan Kompetensi Pedagogik Guru melalui Penggunaan Dynamic Geometry Software dalam Pembelajaran Matematika." Jurnal Pengabdian Pada Masyarakat 5, no. 4 (2020): 1025–34. http://dx.doi.org/10.30653/002.202054.400.

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STRENGTHENING TEACHER PEDAGOGICAL COMPETENCIES THROUGH THE USE OF DYNAMIC GEOMETRY SOFTWARE IN MATHEMATICS LEARNING. The selection of strategies, methods, models, and media of appropriate mathematics learning is a form of implementation of a teacher's pedagogical competence. In the 2013 curriculum, the teacher not only sets a scientific approach as a reference in implementing the learning process but also demands innovation to accommodate the right media as well. The role of instructional media, especially dynamic media, is very important in learning mathematics in both elementary and junior h

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Et.al, Ramlee Ismail. "Financial Cost For Protecting Instructional Time: A Pilot Study of Primary and Secondary Schools in Malaysia." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 2873–82. http://dx.doi.org/10.17762/turcomat.v12i3.1317.

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The education sector is truly a labor-intensive industry. A large chunk of the financial cost for managing this industry is the workforce, that is, salaries for the teachers. The absenteeism of teachers, whether due to absence from the school or occupied with other duties, causes a disruption in the teaching and learning process. Classroom productivity is affected because instruction cannot take place and this will give rise to the students to experience an adverse economic impact. This financial loss to students can be estimated based on the salaries received by teachers. Two schools, a prima

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Hayden, Robert W., and Farid Kianifard. "Preparing High School Mathematics Teachers to Teach Statistics." American Statistician 46, no. 4 (1992): 290. http://dx.doi.org/10.2307/2685316.

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Zuffi, Edna. "On the Preparation of High School Mathematics Teachers." Humanistic Mathematics Network Journal 1, no. 25 (2001): 3–6. http://dx.doi.org/10.5642/hmnj.200101.25.05.

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Hayden, Robert W., and Farid Kianifard. "Preparing High School Mathematics Teachers to Teach Statistics." American Statistician 46, no. 4 (1992): 290–95. http://dx.doi.org/10.1080/00031305.1992.10475908.

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Tobin, Kenneth, and Mariona Espinet. "Teachers as Peer Coaches in High School Mathematics." School Science and Mathematics 90, no. 3 (1990): 232–44. http://dx.doi.org/10.1111/j.1949-8594.1990.tb15539.x.

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Ridgway, Carolyn, and Christopher Healy. "Evaluation of Empowerment in a High School Geometry Class." Mathematics Teacher 90, no. 9 (1997): 738–41. http://dx.doi.org/10.5951/mt.90.9.0738.

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Since the publication of the Curriculum and Eualuation Standards for School Mathematics in 1989, the National Council of Teachers of Mathematics has been encouraging teachers to give more responsibility and choice to students. Students become mathematically empowered as they solve problems together in a community oflearners, communicate with one another concerning mathematical ideas, and use reason and logic to defend their work. To teach in accordance with these standards has required teachers to sruft the ways in which they view and manage their classrooms (Frye 1991).

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Pertiwi, Indah. "Transformation of Middle Mathematics Learning With Character Education Online in South Tangerang." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 8, no. 3 (2020): 237. http://dx.doi.org/10.26858/jdm.v8i3.16622.

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This study aims to describe the implementation of character education in mathematics learning in junior high schools in South Tangerang along with its supporting and inhibiting factors. This research is an evaluation research, using quantitative and qualitative approaches. The evaluation model used in this research is the sustainability evaluation model (discrepancy model). The subjects in this study were 18 junior high schools in South Tangerang to follow quantitative data and 6 junior high schools in South Tangerang to collect qualitative data. Data were collected through student questionnai

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Samnufida, Rahmiliasari, Sugiman Sugiman, and Heri Retnawati. "TEACHER’S DIFFICULTIES JUNIOR HIGH SCHOOL COMMUNICATION MATHEMATICS DURING ONLINE LEARNING." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (2021): 774. http://dx.doi.org/10.24127/ajpm.v10i2.3467.

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Abstrak Komunikasi masuk dalam salah satu keterampilan abad ke-21 di framework PISA 2018 yang akan diukur. Selain itu tujuan pembelajaran matematika menurut Permendikbud bahwa salah satunya siswa mampu mengkomunikasikan gagasan serta mampu menyusun bukti matematika dengan menggunakan simbol matematika. Sehingga guru di tuntut untuk meningkatkan komunikasi siswa khusus di masa pandemi sekarang yang menerapkan pembelajaran secara daring (online). Sehingga tujuan penelitian ini ialah untuk mendeskripsikan kesulitan guru dalam membantu perkembangan komunikasi matematis siswa selama pembelajaran on

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Reys, Robert, and Rustin Reys. "Sound Off!: Two High School Mathematics Curricular Paths—Which One to Take?" Mathematics Teacher 102, no. 8 (2009): 568–70. http://dx.doi.org/10.5951/mt.102.8.0568.

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High schools are requiring students to complete more years of mathematics in order to graduate (Reys et al. 2007). This requirement raises several questions for schools, teachers, students, and parents. In particular, what mathematics should students study, and how should that mathematics be organized? High school mathematics programs today use two different mathematics course sequences. One sequence focuses each course on a specific subject (algebra, geometry, algebra, or precalculus), while the other integrates mathematical strands throughout each course. Choosing between subject-based and i

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Reys, Robert, and Rustin Reys. "Sound Off!: Two High School Mathematics Curricular Paths—Which One to Take?" Mathematics Teacher 102, no. 8 (2009): 568–70. http://dx.doi.org/10.5951/mt.102.8.0568.

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High schools are requiring students to complete more years of mathematics in order to graduate (Reys et al. 2007). This requirement raises several questions for schools, teachers, students, and parents. In particular, what mathematics should students study, and how should that mathematics be organized? High school mathematics programs today use two different mathematics course sequences. One sequence focuses each course on a specific subject (algebra, geometry, algebra, or precalculus), while the other integrates mathematical strands throughout each course. Choosing between subject-based and i

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Brijlall, D., and A. Maharaj. "Exploring Support Strategies for High School Mathematics Teachers from Underachieving Schools." International Journal of Educational Sciences 7, no. 1 (2014): 99–107. http://dx.doi.org/10.1080/09751122.2014.11890173.

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ISODA, MASAMI, SOMCHAI CHITMUN, and ORLANDO GONZALEZ. "JAPANESE AND THAI SENIOR HIGH SCHOOL MATHEMATICS TEACHERS’ KNOWLEDGE OF VARIABILITY." STATISTICS EDUCATION RESEARCH JOURNAL 17, no. 2 (2018): 196–215. http://dx.doi.org/10.52041/serj.v17i2.166.

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In this article, the conceptions of variability held by samples of Japanese and Thai senior high school mathematics teachers were identified, based on the framework proposed by Shaughnessy (2007), using a comparative survey study. From contrasting the results of the two groups, relative tendencies of insufficient statistical knowledge for variability were found in both samples, such as a tendency of Japanese teachers to overgeneralize equiprobability, whereas Thai teachers tended to overgeneralize estimation. Based on these findings, the use of well-known tasks from the research literature for

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Price, J. J., Mary Canarecci, Jim Conrad, et al. "Mathematics Notebooks in Middle School and Junior High School." Mathematics Teaching in the Middle School 3, no. 1 (1997): 34–38. http://dx.doi.org/10.5951/mtms.3.1.0034.

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Current educational philosophy places strong emphasis on student portfolios. Although some states require portfolios, many mathematics teachers are unsure about how to implement their use in classrooms. One way to develop a pool of items for potential inclusion in the mathematics portfolio is to have students keep a working portfolio in the form of a notebook.

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Arnellis, Arnellis, Ali Asmar, Dony Permana, Elita Zusti Jamaan, and Nonong Amalita. "IMPROVING MATHEMATICAL TEACHERS COMPETENCY 21TH THROUGH WORKSHOP DEVELOPMENT OF MATHEMATICAL OLYMPIC PROBLEMS BASED ON HIGH ORDER THINKING SKILLS IN SMP SOLOK SELATAN DISTRICT." Pelita Eksakta 2, no. 2 (2019): 109. http://dx.doi.org/10.24036/pelitaeksakta/vol2-iss2/59.

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The aim of study to improve competency junior high school mathematics teachers in Solok Selatan district in compiling Olympiad questions mathematics and solving problems based on high order thinking skills (HOTS). The target audience for community service is mathematics teachers incorporated in the Subject Mathematics Teacher's Consultation (MGMP) Mathematics in Solok Selatan. The method used in the service includes the presentation of material by the team community service then carried out the pre test and post test, the design of the question HOTS, discussion and question and answer sessions

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Tan, Heryanto, Sugiatno Sugiatno, and Agung Hartoyo. "PENGUASAAN MATERI DAN KEMAMPUAN MENULIS PENYELESAIAN SOAL MATEMATIS GURU MATEMATIKA." Jurnal AlphaEuclidEdu 1, no. 1 (2020): 16. http://dx.doi.org/10.26418/ja.v1i1.41576.

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This research aims to get a description about the mastery of the mathematics materials and the ability in writing the mathematical solution among mathematics teachers of senior high school in Pontianak and the relationship between them. This research is a descriptive research through document and result analysis of Uji Kompetensi Profesional Guru (UKPG) Senior High School in 2016. Materials mastery of mathematics teacher is measured by the final score and understanding of UKPGs selected questions, while the ability in writing mathematical solutions is measured by score of the writing and under

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Kwon, Oh-Nam, Mi-Kyung Ju, Kyoo-Hong Park, et al. "High School Mathematics Teachers' Conception of Mathematics Textbooks Based on Storytelling." Mathematical Education 51, no. 3 (2012): 223–46. http://dx.doi.org/10.7468/mathedu.2012.51.3.223.

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Perry, Ayanna D., Emily P. Thrasher, and Hollylynne S. Lee. "Technology Tips: High-Leverage iPad Apps for the Mathematics Classroom." Mathematics Teacher 107, no. 9 (2014): 706–11. http://dx.doi.org/10.5951/mathteacher.107.9.0706.

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The use of iPads® in the classroom is growing. In the 2013–14 school year, 57 percent of schools planned to invest in iPads (Netop 2013). This investment can benefit mathematics classrooms only if teachers know which apps they can use to help students develop deeper mathematical understanding. Although learning about and developing facility with various apps is valuable for mathematics teachers, the process can be difficult, overwhelming, and time-consuming. To get started, we recommend one app, Dropbox, that can be used to share materials within the classroom setting, and then we suggest thre

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Weinhold, Marcia Weller. "Designer Functions: Power Tools for Teaching Mathematics." Mathematics Teacher 102, no. 1 (2008): 28–33. http://dx.doi.org/10.5951/mt.102.1.0028.

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What would you do if you had only one semester to help prospective teachers understand all you had learned from teaching high school mathematics for seventeen years and from researching how students learn mathematics? I want prospective teachers to see the difference between knowing how to do mathematics and knowing how to teach mathematics. I want to show that what is important is what students do; what the teacher does must be in the background. On the other hand, these preservice teachers' major concern is that they have not studied high school mathematics since they themselves were in high

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Weinhold, Marcia Weller. "Designer Functions: Power Tools for Teaching Mathematics." Mathematics Teacher 102, no. 1 (2008): 28–33. http://dx.doi.org/10.5951/mt.102.1.0028.

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What would you do if you had only one semester to help prospective teachers understand all you had learned from teaching high school mathematics for seventeen years and from researching how students learn mathematics? I want prospective teachers to see the difference between knowing how to do mathematics and knowing how to teach mathematics. I want to show that what is important is what students do; what the teacher does must be in the background. On the other hand, these preservice teachers' major concern is that they have not studied high school mathematics since they themselves were in high

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Whitfield, Jennifer G., Hersh Waxman, and Timothy Scott. "Comparing Robert Noyce Scholars and Non- Robert Noyce Scholars Perceptions of Teaching." Journal of Research in STEM Education 2, no. 2 (2016): 90–105. http://dx.doi.org/10.51355/jstem.2016.24.

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Staffing high schools with highly qualified math and science teachers continues to be a challenge for school districts across the U.S. (NCTAF, 2010; Ingersoll & Merril, 2010). One way to address this challenge is to offer financial incentives, in the form of scholarships or grants, for high performing college students to become high school mathematics or science teachers. Oftentimes, attached to these financial incentives are service commitments to which recipients must agree to teach for a specified number of years in a high-need school or district. Investigating the impact these types of

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Gilbert, Michael J., and Jacqueline Coomes. "What Mathematics Do High School Teachers Need to Know?" Mathematics Teacher 103, no. 6 (2010): 418–23. http://dx.doi.org/10.5951/mt.103.6.0418.

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Gilbert, Michael J., and Jacqueline Coomes. "What Mathematics Do High School Teachers Need to Know?" Mathematics Teacher 103, no. 6 (2010): 418–23. http://dx.doi.org/10.5951/mt.103.6.0418.

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Guntur, Muhamad Ikhsan Sahal, Wahyu Setyaningrum, Heri Retnawati, Marsigit Marsigit, Novilda Angela Saragih, and Muhamad Kahir bin Noordin. "Developing augmented reality in mathematics learning: The challenges and strategies." Jurnal Riset Pendidikan Matematika 6, no. 2 (2019): 211–21. http://dx.doi.org/10.21831/jrpm.v6i2.28454.

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One of the technologies developed massively in learning is Augmented Reality (AR) technology. This research will explain the challenges of teachers in developing AR-assisted learning media and strategies to anticipate the challenges that arise in developing AR-assisted learning media. This type of research is qualitative phenomenological research. The participants of this research were 75 Mathematics teachers who joined the developing AR-assisted learning media training. The teachers came from various regions in Indonesia. The mathematics teachers invited were 36 junior high school teachers an

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Mensah, Farouq Sessah, and Douglas Darko Agyei. "Philosophy of teaching, teaching style and ICT use: a qualitative study of the perspectives of high school mathematics teachers." African Journal of Educational Studies in Mathematics and Sciences 15, no. 1 (2019): 1–13. http://dx.doi.org/10.4314/ajesms.v15i1.1.

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This study is a response to findings that have shown the importance of teachers’ philosophy, teaching styles and ICT use in impacting student learning outcomes. The study adopted an exploratory case design to explore the philosophical foundations, teaching styles and the levels of ICT use of six high school mathematics teachers in Ghana. Data for the study was collected using semi-structured interviews. The study found that the high school teachers used mainly the teacher-centred teaching approaches in which they dominate classroom instruction by disseminating knowledge to their learners. In s

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Trent, John H. "Needed: More Better Prepared Junior High School Mathematics Teachers." School Science and Mathematics 87, no. 2 (1987): 100–107. http://dx.doi.org/10.1111/j.1949-8594.1987.tb11681.x.

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조성민 and 노선숙. "Research on High School Mathematics Teachers' Pedagogical Content Knowledge." Journal of Korean Teacher Education 24, no. 2 (2007): 385–418. http://dx.doi.org/10.24211/tjkte.2007.24.2.385.

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Muhtarom, Muhtarom, Dwi Juniati, Tatag Yuli Eko Siswono, and Ismi Rahmatika. "Teachers’ and students’ beliefs in mathematics at State Senior High School 5 Semarang." Jurnal Riset Pendidikan Matematika 5, no. 1 (2018): 64. http://dx.doi.org/10.21831/jrpm.v5i1.18734.

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The aim of this research was to discover the relationship between teachers’ and students’ beliefs in mathematics. The sample consisted of two mathematics teachers, twenty eight students from 10th grade natural science 6 (X IPA 6) and twenty eight students from 10th grade natural science 10 (X IPA10) at state senior high school 5 Semarang. The data were collected from questionnaires and guided interviews on beliefs about mathematics. The research results showed that both of the mathematics teachers had platonist beliefs. It was found specifically that 4.76% of students in class X IPA 6 consiste

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