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Karamyshev, Anton N., and Zhanna I. Zaytseva. "“MATHEMATICA” IN TEACHING STUDENTS MATHEMATICS." Práxis Educacional 15, no. 36 (December 4, 2019): 610. http://dx.doi.org/10.22481/praxisedu.v15i36.5937.
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The relevance of the topic of the article is due to the process of modernization of higher mathematical education in Russia, which has led to a significant change in curricula and the need to look for ways and forms of training that would allow students to learn the necessary material within the time granted for studying, while obtaining the maximum necessary amount of skills, knowledge, and competencies. The objective of the article is to justify the ways and principles of the development and implementation of new pedagogical and information technologies in the educational process, the organization of professional education of students in technical areas based on the integration of mathematics and computer science. The leading method of the study of this problem is the methodological analysis and subsequent synthesis, which, by analyzing the didactic content of the sections in mathematics and the possibilities of the computer mathematical environment called Mathematica, reveals the necessary methods and ways of developing and using modern computer technologies in the mathematical education of engineering students. It is proved that one of the main tools for implementing the methods for solving the indicated problem should be considered a computer, namely, the mathematical environment called Mathematica, and the basic principles of its systemic implementation in the educational process of the university have been identified. The materials of the article may be useful to teachers of mathematical disciplines of higher educational institutions, the computer programs and pedagogical software products created in Mathematica can serve as models for the development of similar pedagogical software products.
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Helsa, Yullys, Darhim Darhim, Dadang Juandi, and Turmudi Turmudi. "BLENDED LEARNING IN TEACHING MATHEMATICS." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (July 7, 2021): 733. http://dx.doi.org/10.24127/ajpm.v10i2.3447.
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The background of this research was the development of blended learning in teaching mathematics. This study aimed to determine the benefits of blended learning in teaching mathematics by analyzing previous research. The method in this study is a systematic literature review (SLR), it descriptive based survey in the form of an analysis of 25 articles from the Science Direct database in the 2010-2020 period. The results showed that there are many benefits of blended learning in mathematic, which includes: to improve mathematical thinking skills, develop good perceptions, improve learning outcomes, increase self-regulation, increase thinking/problem-solving skills, improve communication skills, increase student participation, simplify the assessment process, increase computational thinking skills, and critical thinking skills. The most significant benefit of blended learning is student learning outcomes, shown in 52% of the articles. The research implies the importance of supporting teachers in identifying the objectives of blended learning.
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Azlan, Noor Akmar, and Mohd Faizal Nizam Lee Abdullah. "Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (April 27, 2017): 16–31. http://dx.doi.org/10.37134/jsspj.vol7.no1.2.2017.
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Based on the study of mathematic problems created by Clements in 1970 and 1983 in Penang, it was found that students in Malaysia do not have a problem of serious thought. However, the real problem is related to read, understand and make the right transformation when solving mathematical problems, especially those involving mathematical word problem solving. Communication is one of the important elements in the process of solving problems that occur in the teaching and learning of mathematics. Students have the opportunities to engage in mathematic communication such as reading, writing and listening and at least have two advantages of two different aspects of communication which are to study mathematics and learn to communicate mathematically. Most researchers in the field of mathematics education agreed, mathematics should at least be studied through the mail conversation. The main objective of this study is the is to examine whether differences level of questions based on Bloom’s Taxonomy affect the level of communication activity between students and teachers in the classroom. In this study, researchers wanted to see the level of questions which occur with active communication and if not occur what is the proper strategy should taken by teachers to promote the effective communication, engaging study a group of level 4 with learning disabilities at a secondary school in Seremban that perform mathematical tasks that are available. The study using a qualitative approach, in particular sign an observation using video as the primary method. Field notes will also be recorded and the results of student work will be taken into account to complete the data recorded video. Video data are primary data for this study. Analysis model by Powell et al., (2013) will was used to analyze recorded video. Milestones and critical during this study will be fully taken into account.
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Lu, Lianfang. "IMPLEMENTING MATHEMATICS TEACHING REFORM." International Journal for Innovation Education and Research 4, no. 6 (June 30, 2016): 33–40. http://dx.doi.org/10.31686/ijier.vol4.iss6.554.
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This study describes the implementation of teaching reform in secondary mathematics classrooms in a rural poverty school in southwest China where a school-wide teaching experiment took place. Classroom teaching and learning practices are primarily concerned with classroom organizations, interactions and social norms. The results indicate that a collective learning approach was taken in the classroom reform, in which mathematical communications, understanding and engagement of students in learning were promoted. However, there was a lack of diversity of thinking and arguments on solving problems among different level students, which implies the mathematical teaching still focuses on acquiring knowledge over generating knowledge.
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Liu, Xiu Hong. "Study on College Mathematics Education and Teaching Strategies." Advanced Materials Research 403-408 (November 2011): 1648–51. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.1648.
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In order to improve the quality of college mathematic education, cultivating rational thinking of people, and improving the quality of nation, this paper make a comprehensive and systematic survey and analysis on college mathematic education. Results show that the team-constructer and quality of students in university have been changed, and it is not optimistic for mathematic learning of students. For the above problems, it is important and necessary to adjust the teaching content, improving teaching methods and means, promoting the cultural ideas and history of mathematics, and show humanistic concern to students.
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Frank, Toya Jones. "Teaching our kids." Journal for Multicultural Education 12, no. 2 (June 11, 2018): 144–60. http://dx.doi.org/10.1108/jme-04-2017-0025.
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PurposeThis study aims to highlight the perspectives of one black male middle-school mathematics teacher, Chris Andrews, about developing black students’ positive mathematics identities during his first year of teaching middle-school mathematics in a predominately black school. The author’s and Chris Andrews’ shared experiences as black Americans opened the door to candid conversations regarding the racialized mathematical experiences of “our” children, as he referred to them during the interviews.Design/methodology/approachThe author used case study methodology (Yin, 2009) to illuminate Chris’s salient academic and personal experiences, approaches to teaching mathematics and ways that he attended to mathematics identity in practice. The author used sociopolitical and intersectional theoretical framings to interpret the data.FindingsChris’s perspective on teaching mathematics and developing mathematics identity aligned with taking a sociopolitical stance for teaching and learning mathematics. He understood how oppression influenced his black students’ opportunities to learn. Chris believed teaching mathematics to black children was his moral and communal responsibility. However, Chris’s case is one of tensions, as he often espoused deficit perspectives about his students’ lack of motivation and mathematical achievement. Chris’s case illustrates that even when black teachers and black students share cultural referents; black teachers are not immune to the pervasive deficit-oriented theories regarding black students’ mathematics achievement.Research limitations/implicationsThe findings of this work warrant the need to take intersectional approaches to understanding the ways of knowing that black male teachers bring to their practice, as Chris’s identity as a black person was an interplay between his black identity and other salient identities related to ability and social class.Practical implicationsChris, even while navigating deficit-oriented perceptions of his students, provides an example of bringing a sociopolitical consciousness to teaching mathematics and to support novice black male teachers in their content, pedagogical, and dispositional development.Originality/valueThis work adds to the limited body of literature that highlights the experiences of black teachers in a subject-specific context, particularly in science, technology, engineering, and mathematics (STEM) subject areas that have historically marginalized the participation of black people.
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Boshanqyzy, Zhanys Aray, and Nurkasymova Saule Nurkasymovna. "NEW TEACHING MATHEMATICS TEACHING EFFECTIVENESS OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES." International Journal of Research -GRANTHAALAYAH 5, no. 1 (January 31, 2017): 214–29. http://dx.doi.org/10.29121/granthaalayah.v5.i1.2017.1885.
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The possibilities of computer technologies in improving the quality of teaching mathematics and its application in the 7th grade students studied the impact on the development of mathematical thinking. Teachers and pupils kanşalıktı methodology to apply this technology meñgergendikteri tested and determined to improve the methods of teaching mathematics in the scientific literature of the main ideas, 7th grade, based on the best practices in the teaching of mathematics and taking into account the requirements set by the company's mastery of mathematical concepts and rules and reports identified the role of the computer in teaching and service, including through the effective use of the computer are determined based on the study of the material should be studied.
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杨, 进霞. "A Study of Embedding Mathematical Culture in Advanced Mathematics Teaching." Creative Education Studies 08, no. 05 (2020): 660–64. http://dx.doi.org/10.12677/ces.2020.85107.
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Thompson, Denisse R. "Connecting Research to Teaching: Learning and Teaching Indirect Proof." Mathematics Teacher 89, no. 6 (September 1996): 474–82. http://dx.doi.org/10.5951/mt.89.6.0474.
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Proof! It is the heart of mathematics as individuals explore, make conjectures, and try to convince themselves and others about the truth or falsity of their conjecture. In fact, proving is one of the main aspects of mathematical behavior and “most clearly distinguishes mathematical behavior from scientific behavior in other disciplines” (Dreyfus et al. 1990, 126). By its nature, proof should promote understanding and thus should be an important part of the curriculum (Hanna 1995). Yet students and teachers often find the study of proof difficult, and a debate within mathematics education is currently underway about the extent to which formal proof should play a role in geometry, the content domain in which reasoning is typically studied at an intensive level (Battista and Clements 1995).
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Biza, Irene, and Elena Nardi. "Scripting the experience of mathematics teaching." International Journal for Lesson and Learning Studies 9, no. 1 (November 15, 2019): 43–56. http://dx.doi.org/10.1108/ijlls-02-2019-0017.
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Purpose The purpose of this paper is to propose and evaluate a proactive reflective activity for mathematics student teachers in which they consider mathematical content and its teaching in highly specific classroom situations. Design/methodology/approach The study was conducted in context of a mathematics Initial Teacher Education programme in the UK. Participants were invited from the whole cohort of student teachers to identify, script and reflect upon critical classroom incidents. In total, 12 such scripts were produced and then discussed by 17 student teachers in group and plenary sessions. Discussions were audio-recorded. Scripts and discussions were analysed according to four characteristics: consistency between stated pedagogical priorities and intended practices; specificity of the reflection to the classroom situation reported in the scripts; reification of pedagogical discourse; and, reification of mathematical discourse. Findings In the results, the authors exemplify student teachers’ insights that emerged from the analysis of the scripts through the typology of the four characteristics, and the authors observe that the student teachers’ insights mirror the complexity and richness of the mathematics classrooms they face. The authors’ examples and their evaluation through the aforementioned typology of the four characteristics illustrate the potency of student teachers’ participation in producing, and reflecting upon, individually and collectively, critical incidents of their inaugural experiences in the classroom. Practical implications As these activities take placein the context of teacher education, professional development or developmental research environments, an additional challenge is to generate robust and informative evaluation of teachers’ engagement with reflection and research on their practice. This study takes on this challenge in the context of a mathematics teacher education programme in the UK: the authors propose and evaluate a proactive reflective activity for mathematics student teachers in which they consider mathematical content and its teaching in highly specific classroom situations. Originality/value The examples and their evaluation through the typology of four characteristics illustrate the potency of student teachers’ participation in producing, and reflecting upon, individually and collectively, critical incidents of their inaugural experiences in the classroom.
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Imswatama, Aritsya, and Hamidah Suryani Lukman. "The Effectiveness of Mathematics Teaching Material Based on Ethnomathematics." International Journal of Trends in Mathematics Education Research 1, no. 1 (December 8, 2018): 35. http://dx.doi.org/10.33122/ijtmer.v1i1.11.
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The study aims to know the effectiveness of mathematics teaching material used based on ethnomathematics toward mathematical solving problem skill and student critical thinking and to know how student activity on mathematics learning by applying mathematics teaching material based on ethnomathematics. Research method applies a quantitative method with post-test only control design research type. Sampling technique applies cluster random sampling. Data collection technique applies documentation, observation, and test method. Data analysis technique applies quantitative data analysis by using t-test. Based on data analysis result, mathematics teaching material based on ethnomathematics proves effective toward solving problem skill and student mathematical critical thinking. Besides, by applying mathematics teaching material can raise student activity.
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Gradini, Ega, and Firmansyah Firmansyah. "Measuring Students’ Mathematical Literacy in Culturally Responsive Mathematics Classroom." Al-Ta lim Journal 26, no. 3 (February 19, 2020): 233–42. http://dx.doi.org/10.15548/jt.v26i3.551.
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This paper aims to discuss students’ mathematics literacy in culturally responsive mathematics classroom. Students were taught by culturally responsive mathematics material and examined with a series of test in order to measure their mathematics literacy level. The data collected in this study are quantitative data in the form of scores on students' mathematical abilities that indicate the level of student mathematics literacy. The research was conducted at MAN 1 Takengon with the two groups pre-test and post-test design to determine the differences in mathematical literacy skills of one experimental group and then compare the results with one control group that was not subjected to treatment. The test consists of 6 problems and designed by based on the domain of PISA 2015 questions on every level of mathematical proficiency skills. The research finds that (1) culturally responsive mathematic teaching gives positive effect to students’ mathematical literacy; (2) the level of mathematical literacy of MAN 1 Takengon students lies from level 1 to level 5. There was no student who able to achieve 6thlevel of mathematical literacy; and (3) After culturally responsive mathematics teaching was implemented, from 24 students, there were 4 students at 1st level, 7 students at 2nd level, 10 students at 3rd level, and 2 students at 4th level, and 1 student at 5th level of mathematical literacy.
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Iljazi, Teuta. "PEDAGOGICAL PRACTICE AS A LINK FOR CONNECTING THEORY AND PRACTICE IN TEACHING ELEMENTARY MATHEMATICS." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (June 5, 2019): 1905–10. http://dx.doi.org/10.35120/kij31061905i.
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Mathematics as a subject has been taught since the early years of the education. Elementary school teachers take great responsibility to teach this difficult, abstract, but sometimes boring subject. Hypothetically privilege of understanding this subject is a certain number of students. Teachers not only need to be a professional of the subject, but at the same time they must be artists also. This requires much work, patience, determination, and much love for children and the profession. Students of the Pedagogy Faculty of University of Tetovo are getting prepared for teaching Mathematics in elementary schoolsfirst in the theoretical part and then in the practical part. Pedagogical practice is realized in elementary schools, observing Mathematic teaching by teachers with experience and realizations of Mathematics classes by students themselves. Mathematical observations enable students to benefit from the experience of other teachers. This observation develops students observation skills, develops communication skills with colleagues of the same profession. Observation also makes it possible for students to observe application in practice of knowledge in the pedagogical content. This research evaluates the impact of Mathematic teaching practice on Pedagogy Faculty students of Tetova University. Questionnaire collects data of 46 students. Results showes that PedagoyFacullty students benefited greatly from participating in Mathematics teaching practice because they were able to build proper confidence and competence in lesson preparation and developed skills and attitude of a teacher during the practice. It was also revealed that teaching practice helps students to learn how to participate in school activities. This study proves (Pearson coefficient) the hypothesis that students’ opinion is not depended by students general success and students’ Mathematics success. According the hypothesis Mathematics teaching practice benefits all students and it should be practiced without hesitation in the subject Didactics of Teaching Mathematics as well as in other subjects where didactic theories are studied.
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Cevikbas, Mustafa, and Gabriele Kaiser. "Flipped classroom as a reform-oriented approach to teaching mathematics." ZDM 52, no. 7 (October 7, 2020): 1291–305. http://dx.doi.org/10.1007/s11858-020-01191-5.
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Abstract Innovative methods can change the paradigm of teaching mathematics and inspire teachers to espouse new ideas and gain new experiences. The flipped classroom (FC) is currently an innovative pedagogical approach that has high potential to transform the teaching of mathematics. In the case study described in this paper, we investigated one mathematics teacher’s transformation of teaching in two mathematics classrooms through implementing interventions based on FC methods; furthermore, we identified several key points of FC design as well as challenges and opportunities afforded by teaching mathematics in FCs. The results of the study showed that the tasks posed by the teacher, the implemented discourse, teacher feedback and scaffolding, and the teaching–learning environment were changed in FCs, although the approaches used by the teacher to analyze the tasks and students’ learning were similar to those used in non-FCs, which points out the strengths of traditional teaching approaches. The study indicates that although teaching mathematics in FCs created some difficulties for teaching, well-designed FCs offered a great opportunity to promote students’ mathematical thinking and understanding. Overall, the results highlight that through FC, teachers can develop students’ mathematical potential with FCs.
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Aljaberi, Nahil, and Eman Gheith. "In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices." Journal of Education and Learning 7, no. 5 (July 20, 2018): 156. http://dx.doi.org/10.5539/jel.v7n5p156.
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The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers’ beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers’ perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.
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Galbraith, Peter. "Connecting Research to Teaching: Mathematics as Reasoning." Mathematics Teacher 88, no. 5 (May 1995): 412–17. http://dx.doi.org/10.5951/mt.88.5.0412.
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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) defines a role for reasoning in school mathematics that is far different from the norm of recent practice. Until recently, the study of mathematical reasoning was largely confined to high school geometry. Further, as Schoenfeld (1988) pointed out, the approach used in geometry was often so rigid that it conveyed the impression that the style of the response—for example, the two-column-proof format—was more important than its mathematical quality. The Standards document notes that reasoning is to have a role in all of mathematics from the earliest grades on up and that the form of justification need not follow a pre scribed format. Indeed, students are encouraged to explain their reasoning in their own words. Teachers are asked to present opportunities for students to refine their own thoughts and language by sharing ideas with their peers and the teacher.
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Hubbard, Ruth. "Teaching mathematics reading and study skills." International Journal of Mathematical Education in Science and Technology 21, no. 2 (March 1990): 265–69. http://dx.doi.org/10.1080/0020739900210212.
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Mohamed, Siti Rosiah, Teoh Sian Hoon, Mohammad Mubarrak Mohd Yusof, Nor Syazwani Mohd Rasid, and Ainun Hafizah Mohd. "Mathematics Learning Community: A Case Study." Asian Journal of University Education 17, no. 2 (June 6, 2021): 252. http://dx.doi.org/10.24191/ajue.v17i2.13406.
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Abstract: The desire to equip students with 21st-century skills has prompted teachers to find alternative ways to promote real learning of mathematics. One of these ways includes building communities of best practices, with the collaborative efforts of parents. This study aims to investigate how mathematics teaching communities develop mathematical knowledge and skills in students. This study interviewed four teachers for insights into their teaching practices, specifically, how they built a learning community to foster the learning of mathematics. The findings showed that the teachers, working with parents, provided substantial support to develop students’ knowledge of mathematics and 21st-century skills, such as life skills. This study shows how mathematical knowledge and skills can be developed within a community with little access to advanced technology and how students can be supported to acquire life-long learning skills.
Keywords: Community, Mathematics, Parents, Teachers.
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梁, 志鹏. "A Study on the Teaching of Higher Mathematics with Mathematical Stories." Advances in Education 10, no. 04 (2020): 420–23. http://dx.doi.org/10.12677/ae.2020.104070.
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Wikholm, Miikka, and Juli-Anna Aerila. "Teaching mathematics with children’s literature in Finland." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 253. http://dx.doi.org/10.18844/ijlt.v8i4.1187.
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The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries, Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics in primary school and how to efficiently use children’s literature in teaching mathematics in primary school. This study was a part of an international study entitled ‘Teachers’ beliefs on the integration of children’s literature in primary mathematics learning and teaching: A comparative study’, including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachers’ beliefs concerning integration of children’s literature into mathematics teaching and to the extent to which this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use children’s literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that children’s literature may provide a meaningful context to develop mathematical skills and foster children’s positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.Keywords: mathematics, children’s literature, teaching
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Briede, Liene. "The Relationship between Mathematics Teachers’ Teaching Approaches and 9th Grade Students’ Mathematical Self." Journal of Teacher Education for Sustainability 18, no. 1 (June 1, 2016): 34–47. http://dx.doi.org/10.1515/jtes-2016-0003.
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Abstract The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students’ mathematical self. The study searched for the answers to three research questions: 1) the approaches prevailing in mathematics teachers’ beliefs about effective teaching and self-reports about their classroom practices, 2) the qualitative and quantitative features of students’ mathematical self and 3) the relationships between the teaching approaches supported by mathematics teachers, the indicators of their 9th grade students’ mathematical self, teachers’ sociodemographic indicators, and students’ socio-demographic indicators. The outcomes of the study show that because of the complex structure of the phenomena, it is difficult to classify mathematics teachers’ beliefs on teaching and their self-reported practice into theoretically predefined groups though the use of constructivism in a lesson has a more positive influence on students’ mathematical self than mere support of the constructivist beliefs.
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Jansen, Amanda, Dawn Berk, and Erin Meikle. "Investigating Alignment Between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding." Harvard Educational Review 87, no. 2 (June 1, 2017): 225–50. http://dx.doi.org/10.17763/1943-5045-87.2.225.
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In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher teaching two lessons: one on a mathematics topic that was developed in their teacher education program (target topic) and one on a mathematics topic that was not addressed in their program (control topic). Based on their observations, the authors identified four instructional practices for teaching mathematics conceptually that the participants used in their classroom practice and found that these teachers were more likely to enact two of these instructional practices when teaching target topics: use of mathematical language to support students' sense making and use of visual representations. They also found that the teachers enacted two other instructional practices—use of story problems and pressing students for mathematical explanations—in both target and control topic lessons but did so with limitations in control topic lessons. For teacher education to influence teaching, the authors assert, it is important to develop content knowledge for teaching and pedagogical knowledge in tandem with developing beliefs.
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Zayyadi, Moh, Toto Nusantara, Erry Hidayanto, I. Made Sulandra, and Abdur Rahman As'ari. "Exploring prospective student teacher's question on mathematics teaching practice." Journal of Technology and Science Education 9, no. 2 (March 13, 2019): 228. http://dx.doi.org/10.3926/jotse.465.
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This research aims to find and describe kinds of questions proposed by prospective students teacher in teaching mathematics practice. The mathematics learning is an activity undertaken by teachers, students and learning environments in learning the mathematical material. The mathematics learning, in this case, is the learning of concept, principal, procedures, and factual mathematics. This research is qualitative research, and the subject is 7th semester students of mathematics at Madura University who was doing their field experience practice. In this study, five prospective students teacher practiced their teaching skill for more less 3-4 meetings. The data was collected from video recording an interview, then the data was analyzed, and triangulation was done. Triangulation result would be used as initial conclusion before the final one is taken. The result of this study is, brainstorm questions emphasized more to the concept understanding, procedures, mathematics principals. Divergent questions are questions which stressing more to the concept of understanding, procedures, and mathematics principle and factual. Convergent questions, brainstorm questions are questions which emphasizing on the understanding of mathematics factual. This focal question is more about justifying or giving students choices in answering questions. This type of question to inquire about procedures and mathematical facts to choose the right one.
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Tarasova, Tatyana. "Practice-oriented approach to teaching mathematics." KANT 36, no. 3 (September 2020): 397–403. http://dx.doi.org/10.24923/2222-243x.2020-36.75.
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The article reveals the methodology for implementing practice-oriented activities of students in the study of mathematics in high school. A practice-oriented problem is formulated and its solution is given. Formulated in a practice-oriented task, the problem serves as the starting point for the formation of cognitive activity of students on the acquisition of mathematical knowledge and knowledge from other areas of scientific and technical thrust needed to complete the project.
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Pujiastuti, Heni, Rudi Haryadi, and Faizal Ridwan. "DEVELOPMENT OF MATHEMATICS TEACHING MATERIALS BASED ON SCIENTIFIC APPROACH FOR MATHEMATICS LEARNING." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 9, no. 3 (September 29, 2020): 591. http://dx.doi.org/10.24127/ajpm.v9i3.2902.
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This study aims to develop mathematics learning based on a scientific approach to support learning mathematics in understanding mathematical concepts. This research method is to use research and development with 4D models. The 4D model consists of four steps: determining, designing, developing, and disseminating. The subjects of this study were junior high school students with an average age of 12 years. The instrument used is the feasibility aspect of the learning media. The technique used is seen from the feasibility of teaching material media. The results showed that the visual element was 87.50%, which means that this mathematics teaching material has an excellent visualization. The part of software engineering is 94.44%, which means that mathematics teaching materials are elementary to use and access. The implementation aspect is 83.33%, which means that mathematics teaching materials can be alternative support for increasing student motivation and self-regulation. The result for content accuracy is 87.5%, which means that mathematics teaching materials have perfect content accuracy. Then for the presentation aspect is 70.83% included in both categories. The evaluation aspect is 77.78%, which means the evaluation instruments in mathematics teaching materials are varied and quite tricky. The language used is 91.67%, which means the language used in mathematics teaching materials is very communicative, easy to understand, and students' cognitive development. The teaching material is suitable for mathematics learning for junior high school students based on the results obtained.
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Zhumanazarov, Kuban. "INTERACTIVE METHODS IN MATHEMATICS TEACHING." Alatoo Academic Studies 20, no. 1 (January 30, 2020): 101–10. http://dx.doi.org/10.17015/aas.2020.201.13.
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Mathematics is not aimed at a direct study of the properties of things, but the study of numerical relationships and spatial forms of these things. This feature of mathematics allows the development of inferences in students and requires the implementation of argumentation in the process of mental judgment and proof. Learning mathematics activates the mental abilities of students, educates their desire for the assimilation of knowledge. In the educational process, interactive methods are a means of forming such important abilities. The article analyzes the work of researchers on interactive methods of teaching mathematics. Brief characteristics are given by some interactive teaching method.
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Al-Balawi, Abdullah Suliman, and Radman Mohammed Saeed. "The Professional Development Needs of Mathematics Teachers in Saudi Arabia." Journal of Educational and Psychological Studies [JEPS] 6, no. 1 (January 1, 2012): 114. http://dx.doi.org/10.24200/jeps.vol6iss1pp114-132.
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This study aimed at determining the professional development needs of mathematics teachers in Saudi Arabia. The sample of the study contained 643 teachers and 39 supervisors of four districts of education across Saudi Arabia. The survey addressed two domains of professional development: content knowledge in mathematics, and pedagogical content knowledge. The study found that, in the domain of content knowledge for professional development, the most frequently occurring topics were as follows: Topological concepts and their applications, spherical geometry and its applications; mathematical problems solving; mathematical logic, reasoning, and proof; and, limits and continuity and their applications. In the domain of pedagogical content knowledge, participants defined areas of deficit across thirteen topics. Included in these were: Mathematical teaching for students with special needs; mathematical teaching for gifted students; lab use in teaching mathematics, etc. Two-way ANOVA indicated that there were significant differences in means of mathematics teachers’ needs for professional development in favor of supervisors vs. mathematics teachers in the pedagogical content knowledge domain alone. While there were no significant differences in the means of the need for professional development for mathematics teachers related to their teaching grade level or to the interaction between job and grade level in both domains.
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Asempapa, Reuben S., and Derek J. Sturgill. "Mathematical Modeling: Issues and Challenges in Mathematics Education and Teaching." Journal of Mathematics Research 11, no. 5 (September 22, 2019): 71. http://dx.doi.org/10.5539/jmr.v11n5p71.
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Mathematics education researchers and policy documents in the United States have expressed the need to improve the teaching and learning of mathematical modeling at the K–12 levels so that students can apply their knowledge of mathematics to solve real-world situations. Unfortunately, most practicing teachers (PTs) and preservice teachers (PSTs) acquire didactical and pedagogical styles that do not support effective modeling practices. To investigate these dilemmas, this study examined PTs’ pedagogical experiences in and PSTs’ perspectives on mathematical modeling practices. Participants included 62 PTs and 18 PSTs from a Midwestern region of the United States. Data originated from questionnaire items and open-ended questions, which were analyzed quantitatively and qualitatively. Varied participants’ ideas on mathematical modeling practices were identified, recorded, and summarized. Results indicated that most of these PTs and PSTs have little to no experiences with mathematical modeling practices and associated pedagogies. Such results along with a supplemental discussion have implications for teacher education programs and professional development centered on mathematical modeling education.
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Dibiase, Julie. "Teaching Higher Order Mathematics through Graphics Programming." Journal of Educational Computing Research 15, no. 3 (October 1996): 261–81. http://dx.doi.org/10.2190/r2a6-lqt7-fpqw-u8f2.
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Most of the underlying concepts that pervade what is typically referred to as “higher” mathematics are relegated to the arena of the mathematical elite. The research presented here demonstrates that, given the proper pedagogical environment, these concepts are quite accessible for early high school students. Through SchemePaint, a graphics enhanced computer programming language, students learned the mathematical notion that a function can be a data object. Further, students were able to apply their knowledge of functions from within the graphics domain to solve novel mathematical problems. This work suggests the need for a more elaborate study of how such early conceptual introduction of advanced material may preclude some of the problems which have been documented to pervade the later stages of students' academic career.
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Mahpudin and Yuyu Yuliati. "Development Of Math Material Mathematics Based On Local Culture Of Cirebon Community." Jurnal Sekolah Dasar 4, no. 1 (December 31, 2019): 50–56. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i1.760.
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In accordance with the level of his age, learning mathematics in elementary schools should start from a concrete concept first before students are brought to the concept in the form of abstract mathematical symbols. Local culture of the community becomes a real part that is faced by students in their daily lives. So the use of local culture as a mathematics learning content can lead students to a concrete mathematics learning experience. This paper tries to explain the results of research focusing on the development of local culture-based mathematics teaching materials in the Cirebon community. The purpose of this study was to produce mathematics materials based on the local culture of Cirebon society. Teaching material developed meets valid and effective criteria. the type of research used is development research with ADDIE (Analysis, Design, Development, Implementation, Evaluation) procedures. The results of this study indicate an increase in students' mathematical understanding after learning is applied by using local culture-based mathematics teaching materials in the Cirebon community. The increase in the average value of students 'mathematical understanding abilities is from 41 to 71. Thus, the use of local culture-based mathematics teaching materials in Cirebon society can improve students' mathematical understanding abilities.
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Mahpudin and Yuyu Yuliati. "Development Of Math Material Mathematics Based On Local Culture Of Cirebon Community." Jurnal Sekolah Dasar 4, no. 1 (December 31, 2019): 50–56. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i1.872.
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In accordance with the level of his age, learning mathematics in elementary schools should start from a concrete concept first before students are brought to the concept in the form of abstract mathematical symbols. Local culture of the community becomes a real part that is faced by students in their daily lives. So the use of local culture as a mathematics learning content can lead students to a concrete mathematics learning experience. This paper tries to explain the results of research focusing on the development of local culture-based mathematics teaching materials in the Cirebon community. The purpose of this study was to produce mathematics materials based on the local culture of Cirebon society. Teaching material developed meets valid and effective criteria. the type of research used is development research with ADDIE (Analysis, Design, Development, Implementation, Evaluation) procedures. The results of this study indicate an increase in students' mathematical understanding after learning is applied by using local culture-based mathematics teaching materials in the Cirebon community. The increase in the average value of students 'mathematical understanding abilities is from 41 to 71. Thus, the use of local culture-based mathematics teaching materials in Cirebon society can improve students' mathematical understanding abilities.
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Mahpudin and Yuyu Yuliati. "Development Of Math Material Mathematics Based On Local Culture Of Cirebon Community." Jurnal Sekolah Dasar 4, no. 2 (September 9, 2019): 50–56. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i2.883.
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In accordance with the level of his age, learning mathematics in elementary schools should start from a concrete concept first before students are brought to the concept in the form of abstract mathematical symbols. Local culture of the community becomes a real part that is faced by students in their daily lives. So the use of local culture as a mathematics learning content can lead students to a concrete mathematics learning experience. This paper tries to explain the results of research focusing on the development of local culture-based mathematics teaching materials in the Cirebon community. The purpose of this study was to produce mathematics materials based on the local culture of Cirebon society. Teaching material developed meets valid and effective criteria. the type of research used is development research with ADDIE (Analysis, Design, Development, Implementation, Evaluation) procedures. The results of this study indicate an increase in students' mathematical understanding after learning is applied by using local culture-based mathematics teaching materials in the Cirebon community. The increase in the average value of students 'mathematical understanding abilities is from 41 to 71. Thus, the use of local culture-based mathematics teaching materials in Cirebon society can improve students' mathematical understanding abilities.
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Келдибекова, Аида, Aida Keldibekova, Уланбек Сопуев, and Ulanbek Sopuev. "Application of the «Bloom Cube» Reception When Teaching Mathematics." Profession-Oriented School 7, no. 5 (November 14, 2019): 14–20. http://dx.doi.org/10.12737/article_5da025eda7a5a0.04890274.
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The aim of the article is to study the features of the methodological method “Bloom Cube” in the formation of critical thinking of students in teaching mathematics. Following research methods were used: the study of the works of the founders of critical thinking technology, the analysis of educational and methodical literature on this topic. In the course of the study, the results were obtained: conditions for the formation of critical thinking skills of students in solving mathematical problems were determined, areas of application and basic principles for compiling Bloom questions were identifi ed. Conclusions: the use of the Bloom Cube technique in teaching mathematics contributes to the formation of students ‘research skills and is eff ective in developing students’ mathematical and analytical competencies.
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An, Nguyễn Thị Tân, Tạ Thị Minh Phương, Nguyễn Thị Duyến, Trần Ngọc Đức Toàn, and Trần Dũng. "SECONDARY MATHEMATICS PRESERVICE TEACHERS’ CONCEPTION ABOUT AUTHENTICITY OF MATHEMATICAL TASKS." Hue University Journal of Science: Social Sciences and Humanities 128, no. 6B (April 3, 2019): 5. http://dx.doi.org/10.26459/hueuni-jssh.v128i6b.5079.
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The teaching approaches of mathematics derived from humanity involve positive interactions that support meaningful and relevant learning. The main objective of the teaching approaches is to prepare students with the competence to solve daily life problems and one of the most important tools is using authentic tasks. There are different opinions on "task authenticity" in teaching and learning mathematics. This study examined how secondary mathematics preservice teachers think of the authenticity of tasks. Drawing on a framework of tasks authenticity adopted from the research literature, we analyzed PSTs’ response to the criteria of task authenticity. The results show that the PSTs attended to the event feature and the tool feature of task, but overlooked other features. Implications for teacher training are discussed.
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Jensen, Robert J. "Teaching Mathematics with Technology: Multiples." Arithmetic Teacher 35, no. 3 (November 1987): 52–53. http://dx.doi.org/10.5951/at.35.3.0052.
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Throughout children's study of mathematics, the concept of multiples and the skills associated with multiples play an important role. Initially, children's love of rhymes such as “two, four, six, eight, meet me at the garden gate” is extended to include skip counting with numbers other than 2. Skip counting forms the basis for the production of tables of basic multiplication facts. Children are later expected to acquire skill in accessing these multiples in random order (i.e., knowing that 7 times 2 is 14 without having to skip count by twos until 14). In intermediate grades the concept and skills related to multiples are extended to include comparisons between sets of multiples in search of common multiples or, even more restrictively, the least common multiple (LCM) of two or more numbers.
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Jensen, Robert J. "Teaching Mathematics with Technology: Ratios." Arithmetic Teacher 35, no. 8 (April 1988): 60–62. http://dx.doi.org/10.5951/at.35.8.0060.
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Learning about ratios empowers children with a language and procedure for comparing relative quantities in an efficient way. Understanding ratios is also a necessary precursor to meaningful work with proportional reasoning. The fact that many adults do not reach the Piagetian level described as “formal thought” is often attributed to weaknesses in their proportional reasoning skills. Aside from justifying the study of ratios as a critical component of formal thought, the varied real-life applications for ratios (cooking, model building, map reading, converting among and between measurement systems, calculating odds, scale drawing, unit pricing, etc.) make this area particularly meaningful to students. This month's department suggests a series of ratio activities for children that make use of a computer to produce graphically collections of objects in a grid with variable dimensions.
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Ramakrishnan and JohnsiPriya. "EFFECTIVENESS OF FLIPPED CLASSROOM IN MATHEMATICS TEACHING." International Journal of Research -GRANTHAALAYAH 4, no. 10(SE) (October 31, 2016): 57–62. http://dx.doi.org/10.29121/granthaalayah.v4.i10(se).2016.2469.
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Flipped Classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of a mentor. In traditional schools, each topic in class receives a fixed amount of time for all students. Flipped mastery classrooms apply a mastery learning model that requires each student to master a topic before moving to the next one. Flipped classroom will be most suitable for mathematics teaching as parents are not in a position to teach their wards on some mathematical problems working in the classroom with teacher will help them a lot. Hence, the investigators though of conducting an experiment study on Flipped classroom on mathematics teaching. The investigator being a mathematics teacher herself prepared a video lesson on Area and Perimeter one of the units in Mathematics subject of IX std. in Tamil Nadu state Board syllabus. The experiment was conducted in Govt. School in Chennai. The finding of the study reveals that flipped classroom has positively affected IX std. students’ achievement in mathematics.
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Wijaya, Tommy Tanu, Zhou Ying, and Aditya Purnama. "The Empirical Research Of Hawgent Dynamic Mathematics Technology Integrated Into Teaching Fraction In Primary School." Jurnal Cendekia : Jurnal Pendidikan Matematika 4, no. 1 (February 26, 2020): 144–50. http://dx.doi.org/10.31004/cendekia.v4i1.174.
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STEAM education that is under ICT has become an upsurge in the international education of research and practice. Due to this, there is a wide application of information technology that has a profound impact to mathematics education. Based on the multiple representation of mathematics, this research aims to test the effectiveness of Hawgent dynamic mathematic software in teaching mathematics to primary students. The sample of this study are all the primary students in Bandung and this research uses the test and non-test method. The test method is a quantitative test to know the students’ mathematical understanding ability when using Hawgent and traditional teaching method. The data collected from the test method would be the post-test scores and the scores are both from the experimental and controlled class. The data will then be process by using SPSS 22 and Microsoft Excel. The data is then analyzed by using the t-test statistic. The result of this study concludes that the students’ understanding ability whose learning are supported by Hawgent are better than whose learning are using the traditional teaching method.
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Tran, Cuong, Tram Hoang Ngoc Nguyen, and Van Thu Trinh. "The use of games in teaching Mathematics at high schools." Vietnam Journal of Education 4, no. 1 (March 30, 2020): 30–35. http://dx.doi.org/10.52296/vje.2020.5.
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This paper aims at discussing the theoretical basis as well as the pedagogical potential of using games in teaching mathematics at high schools. A study on the literature, namely international publications pertaining to this topic, enables us to confirm the role of Mathematical Games and Games for Teaching Mathematics - hereinafter referred to as Educational Games for Teaching Mathematics (EGTMs). We have also collected, tested and annotated 26 games in order to initiate a supporting library of EGTMs for interested colleagues.
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Marshall, Gerald L., and Beverly S. Rich. "The Role of History in a Mathematics Class." Mathematics Teacher 93, no. 8 (November 2000): 704–6. http://dx.doi.org/10.5951/mt.93.8.0704.
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Over the last five years, interest in the role of history in teaching mathematics has grown markedly. A National Science Foundation–supported Mathematical Association of America Institute on the History of Mathematics and Its Use in Teaching was founded in summer 1995 to explore how the history of mathematics can be used in the classroom. It has produced modules for use in high school and college mathematics teaching. A study on this topic has been authorized by the International Commission on Mathematics Instruction and was the centerpiece of the most recent International Congress in Mathematics Education (ICME), which was held in Japan in the year 2000.
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Tamba, Kimura Patar, and Wiputra Cendana. "The Relationship between pre-service elementary school mathematics teachers’ beliefs about epistemology of mathematics, teaching and learning, and mathematics assessment." Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran 11, no. 1 (June 1, 2021): 40. http://dx.doi.org/10.25273/pe.v11i1.8311.
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<div><p>This study aims to examine the relationship between epistemological beliefs, teaching-learning beliefs and assessment beliefs in mathematics education. This research is a quantitative study with a correlational study. Data collection using the survey method with a cross-sectional design. The participants were 71 pre-service elementary school , mathematics teachers. The data on beliefs were collected through means of a questionnaire. The data collected from the questionnaire were then analyzed quantitatively through descriptive and inferential statistics. Descriptive statistics utilizes the mean value, maximum value, and standard deviation values. Inferential statistics use the product-moment correlation as well as path analysis. The research results show that there is a positive and significant correlation between static and dynamic beliefs on epistemology of mathematics, and the constructivist beliefs on mathematics teaching and learning, with the productive beliefs on mathematics assessment. In addition, there is seen to be a functional influence between both epistimological beliefs (both static and dynamic), as well as beliefs on teaching and learning (constructivist) and beliefs about mathematic assessment (productive). The results of this research signify the importance of considering one’s beliefs about the epistemology of mathematics and mathematics teaching and learning when constructing their beliefs regarding mathematics assessment.</p></div>
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Küçüktepe, Coşkun, and Sevgi Balkan. "Investigation of the Relationship Between Class Teachers’ Levels of Mathematical Thinking and Mathematics Teaching Anxiety in Terms of Different Variables." International Education Studies 14, no. 7 (June 27, 2021): 91. http://dx.doi.org/10.5539/ies.v14n7p91.
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The current study aimed to investigate the relationship between class teachers’ level of mathematical thinking and level of anxiety about mathematics teaching in terms of different variables. To this end, the correlational and causal comparative method, one of the qualitative research methods, was used in the study. The study group of the current research is comprised of 509 class teachers working in state primary schools in the city of İstanbul in the 2019-2020 school year. As the data collection tools, the “Class Teachers’ Mathematical Thinking Scale” and the “Mathematics Teaching Anxiety Scale” were used. In the analysis of the data obtained from the scales, descriptive and parametric analyses (t-test and ANOVA) and Pearson Product-Moment Correlation were used. A low and negative correlation was found between the class teachers’ levels of mathematical thinking and mathematics teaching anxiety. Moreover, the class teachers’ levels of mathematical thinking and mathematics teaching anxiety were found to be varying significantly depending on gender. In addition, the class teachers’ levels of mathematical thinking and mathematics teaching anxiety were also found to be varying depending on the type of high school graduated and the length of service in the profession.
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du Sautoy, Marcus. "Teaching the Shakespeare of Mathematics." Mathematical Gazette 97, no. 540 (November 2013): 386–97. http://dx.doi.org/10.1017/s0025557200000115.
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During my year as President of The Mathematical Association the government began a review of the curriculum across all subjects taught in school. Given the constant tinkering with the education system by every government, this is probably a sentence that any MA president could write during their tenure. But 2013 saw government really trying to layout their vision for what education should deliver in the coming decade.In English, an aim of the curriculum review is to develop a student's love of literature through widespread reading for enjoyment. Students will get to read Shakespeare, romantic poetry, the great novels of the nineteenth century together with seminal works of world literature. It is hoped that this will expose students to the great works of literature and allow them to acquire an appreciation of ‘our rich and varied literary heritage’ [1, p. 13].In science, by building on fundamental ideas and concepts, the curriculum review aims to foster in students ‘a sense of excitement and curiosity about natural phenomena’ [1, p. 99]. Students will study the fundamental mechanics of the cell, learn about stem cells, photosynthesis and genomics; they will be exposed to radiation (in a theoretical sense) and the evidence for the Big Bang. Such fundamental ideas will give students the scientific knowledge to be able to understand the uses and implications for the impact of science on society.
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Velychko, Vladyslav Ye, Andrii V. Stopkin, and Olena H. Fedorenko. "USE OF COMPUTER ALGEBRA SYSTEM MAXIMA IN THE PROCESS OF TEACHING FUTURE MATHEMATICS TEACHERS." Information Technologies and Learning Tools 69, no. 1 (February 25, 2019): 112. http://dx.doi.org/10.33407/itlt.v69i1.2284.
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The article is devoted to the research of a problem of the application of computer algebra systems in the course of skill training of future mathematics teachers. The possibility of study organization for students of pedagogical institutions of higher education receiving "014 secondary education (mathematics)" speciality with the use of computer algebra systems is considered. The term "computer algebra system" is understood as the software which is intended for the solving of various mathematical tasks by means of a computer with a possibility of visualization of all stages of calculations. Proceeding from the fact that the computer algebra systems are actively used in educational process all over the world and informational educational environments in the course of teaching mathematical disciplines are created on their basis, it is possible to make a conclusion that the computer algebra systems are very important components of the process of training future experts. The current state of the problem of introduction and application of the computer algebra systems in the training of future mathematics teachers is investigated. The role of the computer algebra systems in teaching mathematics subjects and general natural sciences in pedagogical establishments of higher education is defined. Such computer algebra systems as MathCAD, MatLab, Maple, Mathematica, Maxima, SAGE, and Axiom are marked out among the most modern and successfully used systems aimed at solving mathematical tasks. Arguments in favour of the use of the free computer algebra system Maxima in educational and scientific activity of students are adduced in the article. Its main advantages and disadvantages are presented. The main functional of this system is considered which allows to optimize the time of the solution of various mathematical tasks, to adjust a conclusion of the received result, to perform staged verification of correctness of calculations.
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Et al., Muhammad Sofwan Mahmud. "Teacher Questioning in Mathematics Teaching: Feedback that Stimulates Productive Teaching." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 126–36. http://dx.doi.org/10.17762/turcomat.v12i5.804.
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: Providing feedback to the student responses in the oral questioning process is an essential element in helping the students to understand the concept of mathematics. This study was conducted to describe the types of feedback given by primary school mathematics teachers regarding the student response in the oral questioning process when teaching mathematics. This qualitative study employed a multiple case study research design. The data was obtained through observation methods, interviews, document analysis, and field notes. The data collected was analyzed using the constant comparative analysis method to obtain the themes and sub-themes within the primary data. The selection of the study participants used the purposive sampling method, resulting in a total of six primary school mathematics teachers consisting of three new teachers and three experienced teachers. This study found that both the novice and experienced teachers provided a variety of feedback for the students' responses to the oral questioning activities during the mathematics teaching process, such as repeated trial feedback, explanatory feedback and easier questions feedback. This research provides a deeper understanding of how the different types of feedback given by the teachers as part of the oral questioning activities helps the students to stimulate their thinking.
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Huang, Rongjin, Angela T. Barlow, and Melanie E. Haupt. "Improving core instructional practice in mathematics teaching through lesson study." International Journal for Lesson and Learning Studies 6, no. 4 (October 9, 2017): 365–79. http://dx.doi.org/10.1108/ijlls-12-2016-0055.
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Purpose The purpose of this paper is to examine how teachers improve core instructional practices in teaching mathematics for problem solving through lesson study (LS). The core practices included launching a task, implementing a task, and orchestrating students’ solutions. Design/methodology/approach This study adopted multiple case study and survey methodologies. Each of three LS groups developed a research lesson on problem solving in algebra through Chinese LS, which includes collaborative planning and repeated teachings/debriefings of the research lesson with support from experts. The data collected included lesson plans, videotaped research lessons and debriefing meetings, and an end-of-project survey. Case studies supported by survey data were utilized to describe how research lessons were improved and what teachers learned from LS. Findings A fine-grained analysis of the data revealed that the participants improved their strategies for teaching for problem solving, which included effectively launching tasks, strategically implementing tasks, and productively orchestrating students’ solutions to the tasks. Further, analyses revealed that the feedback from experts during debriefing meetings played crucial roles in making these changes. Moreover, participants learned how to implement these core instructional practices and changed their views about students’ learning. Originality/value The study uncovers the mechanisms about how teachers improve teaching and their expertise in teaching through Chinese LS. The importance of the dynamic between repeated teaching and immediate feedback from knowledgeable others is highlighted.
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Omar, Mohd Suhaimi, Noor Shah Saad, and Mohd Uzi Dollah. "Penggunaan bahan bantu mengajar guru matematik sekolah rendah." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (April 27, 2017): 32–46. http://dx.doi.org/10.37134/jsspj.vol7.no1.3.2017.
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This study was conducted to identify the level of frequency using of teaching aids among mathematics teachers. This study also aims to identify the mathematical teacher perceptions towards the use of teaching aids, restraints and challenges faced by them in the use of teaching aids. The respondents of this study consists of 70 teachers of mathematics from 20 primary schools in the District of Batang Padang, Perak. This study used a survey method that involves the review of quantitative and qualitative interpretation. The instrument used was a questionnaire. A set of questionnaires were distributed to the respondents to obtain the necessary information and data. All data were analyzed using computer software Statistical Package for Social Sciences SPSS version 22 ‘to get the frequency, percentage and mean. The results showed that the use of teaching aids in mathematics among teachers is high. In addition, the study also shows that the perception of teachers to use teaching aids are also positive. While the results of the analysis also shows that there are constraints and challenges faced by teachers in the use of teaching aids. A few suggestions are given to increase the use of teaching aids in the teaching of mathematics. Conclusions from the study reflects that the use of teaching aids is important for teachers to assist them in the process of teaching and learning. The study also demonstrates the use of teaching aids not only benefit the teachers, but they also have a major impact towards pupils.
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Wood, Terry, Paul Cobb, and Erna Yackel. "Change in Teaching Mathematics: A Case Study." American Educational Research Journal 28, no. 3 (September 1991): 587–616. http://dx.doi.org/10.3102/00028312028003587.
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Bayaga, Anass. "Mathematics Teaching Via the Lesson Study Model." International Journal of Educational Sciences 5, no. 1 (January 2013): 11–18. http://dx.doi.org/10.1080/09751122.2013.11890056.
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Mohd Rasid, Nor Syazwani, Nurul Akmal Md Nasir, Parmjit Singh A/l Aperar Singh, and Tau Han Cheong. "STEM Integration: Factors Affecting Effective Instructional Practices in Teaching Mathematics." Asian Journal of University Education 16, no. 1 (April 28, 2020): 56. http://dx.doi.org/10.24191/ajue.v16i1.8984.
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Malaysian Ministry of Education (MOE) has created initiatives in the Malaysian Education Blueprint (2013- 2025 that aim to increase teachers’ and students’ competencies in Science, Technology, Engineering and Mathematics (STEM) subjects and create learning experiences that will prepare students for the considerable array of STEM career fields. There are so many effective instructional practices suggested in integrating STEM education for teaching Mathematics. However, there are some factors that need to be concerned in producing effective instructional practices in teaching Mathematics. This study investigated the factors affecting instructional practices of mathematics since the implementation STEM education. Using a descriptive design method, a questionnaire was administered to 100 students and 50 mathematics teachers in Klang Valley. The overall mean score of all four factors (Lesson plan and implementation, Mathematical discuss and sensemaking, task implementation, and classroom culture) measured in this study is moderately high based on students’ and teachers’ perspectives. Teachers rated all factors higher than students’ rate. Both teachers and students agreed that classroom culture is the important factor. There are no significant differences in the mean score of factors among gender of students and teachers. There is a significant difference in the mean score of factors among the achieving abilities among the students.
Keywords: STEM Education, Mathematics, Lesson plan, Task, Classroom culture, Mathematical discuss