To see the other types of publications on this topic, follow the link: Mathematics - Study and teaching (High school).
Journal articles on the topic 'Mathematics - Study and teaching (High school)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Mathematics - Study and teaching (High school).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
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 (December 30, 2018): 127–41. http://dx.doi.org/10.31703/gssr.2018(iii-iv).09.
Full textAbstract:
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 private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.
2
Nguyen Van, Quyen. "Developing Maths self-study capacity among High school students." Journal of Science Educational Science 65, no. 9 (September 2020): 180–90. http://dx.doi.org/10.18173/2354-1075.2020-0104.
Full textAbstract:
Self-study capacity is an important studying factor, especially maths, to promote learning efficiency. The research objective is topropose specific measures for developing self-studying capacity in Maths of high school students. The result proposes four measures for developing self-studying ability in Mathematics for high school students, including Motivating students' learning activities; Train skills and learning methods suitable for students' Math self-study tasks; Design learning tasks as a teaching method, in which gradually increasing difficulty for students to practice solving tasks; Practice evaluating the solutions and correcting mistakes in the process of solving math problems. The test results show that these four measures are highly necessary and feasible in the practice of teaching Mathematics in high schools. The last part of the study discusses each measure, the issues that need to be considered when putting these measures into practice.
3
Abylkassymova, Alma, Akhan Mubarakov, Zhazira Yerkisheva, Zhannur Turganbayeva, and Zhomart Baysalov. "Assessment of Financial Literacy Formation Methods in Mathematics Education: Financial Computation." International Journal of Emerging Technologies in Learning (iJET) 15, no. 16 (August 28, 2020): 49. http://dx.doi.org/10.3991/ijet.v15i16.14587.
Full textAbstract:
Abstract— Learning the basics of financial computation to improve financial literacy of students in school mathematics is not enough to deepen modern eco-nomic knowledge and its correct application in life practice, which requires a more comprehensive view of the process of teaching mathematics. The purpose of the research – to prepare a teaching guide during the process of studying math-ematics in high school on the formation of financial literacy skills. Research methods - expertise and pedagogical experiment, theoretical, methodical and mathematical analysis of educational and methodical complexes and manuals, textbooks used in schools of the country, scientific and theoretical problems, philosophical, psychological and pedagogical, methodical and mathematical litera-ture aimed at teaching the basics of financial literacy in mathematics classes. Re-sults - methods of teaching the basics of financial statements in mathematics les-sons in high school will increase not only students' knowledge of mathematics, but also the level of knowledge about financial calculations and their interest in learning and their ability to read, the quality of knowledge acquisition and their ability to increase their financial literacy. The results of the study can be used to train future mathematics teachers in secondary schools and higher education institutions, to improve the teaching content and methodology of mathematics, and to improve the professional development of teachers.
4
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 (February 28, 2020): 80–93. http://dx.doi.org/10.23917/jramathedu.v5i1.9523.
Full textAbstract:
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 teaching. A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.
5
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 (March 27, 2019): 100. http://dx.doi.org/10.36339/je.v3i1.194.
Full textAbstract:
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 junior high School in Pangkajene and Kepulauan District (Pangkep) held in the Junior High School 4 hall with a number of participants as many as 30 teachers from 23 various junior high schools in Pangkep Regency who are members of the MGMP. The purpose of this activity is to improve the ability of junior high school mathematics teachers in Pangkep Regency to use computer-based learning media such as Maple and Matlab. The material provided was training on Maple and Matlab software to support mathematics learning. The results of this activity can improve the ability of mathematics teachers to master mathematical material assisted by software.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
Birken, Marcia. "Teaching Students How to Study Mathematics: A Classroom Approach." Mathematics Teacher 79, no. 6 (September 1986): 410–13. http://dx.doi.org/10.5951/mt.79.6.0410.
Full textAbstract:
For a variety of reasons, students do not know how to study mathematics. In the college-level mathematics classes that I teach, even the A students rarely have a system for attacking large amounts of new material. When asked how they've studied mathematics, most students reply that they do all the assigned homework. The “doing” of the problem is viewed as sufficient for learning. This haphazard approach may lead to success or at least to passing the course in junior and senior high school, where the material is presented in manageable chunks. In college the pace of most courses, whether mainstream or remedial, is such that many students flounder without a method for synthesizing the material. Additionally, since the textbook is opened only to reach the homework problems, students are unlikely to consider a mathematics textbook as a resource. The topic of this article is teaching students, from junior high school through college, strategies for studying mathematics.
10
Abdul Majeed Hussein Al- Zahrani, Khaled Saeed Al- Zahrani, Abdul Majeed Hussein Al Zahrani, Khaled Saeed Al Zahrani. "Attitudes of high school mathematics teachers in Jeddah towards teaching developed mathematics curricula: اتجاهات معلمي الرياضيات للمرحلة الثانوية بمدينة جدة نحو تدريس مناهج الرياضيات المطورة." مجلة العلوم التربوية و النفسية 5, no. 30 (August 29, 2021): 77–103. http://dx.doi.org/10.26389/ajsrp.v130321.
Full textAbstract:
This study aimed to identify the attitudes of mathematics teachers at high school towards teaching developed mathematics curricula in Jeddah through identifying their attitudes towards: (nature- importance- enjoyment- courses and training programs for developed mathematics curricula as well as the suitability of the developed mathematics curricula with the capabilities of the student). It also aimed to identify the extent of having different attitudes among high school mathematics teachers towards teaching developed mathematics curricula according to the variables (type of qualification- years of experience) and the interaction between the study variables. The study followed the descriptive survey approach and was conducted on (174) mathematics teachers at high schools of the Jeddah City Education Department. The study reached a set of results, the most important of which are: - Attitudes of high school mathematics teachers towards (the nature of developed mathematics curricula- the importance of developed mathematics curricula- the enjoyment of teaching developed mathematics curricula- training courses and programs- the suitability of the developed mathematics curriculum with the student's abilities) came to a high level. - There were no statistically significant differences in the study sample’s responses about the attitudes of mathematics teachers at high schools towards teaching mathematics curricula developed according to the variables (academic qualification- years of experience). Based on the study findings, the researcher recommended the following: the need to pay more attention to the training in the new mathematics curricula for mathematics teachers; working on providing all possible means to develop training and its methods because of its positive impact on teachers' attitudes towards curricula; developing teachers’ positive attitudes towards improved mathematics curricula by setting up enrichment programs to help mathematics teachers deal with the improved mathematics curriculum.
11
KAZARYAN, Nare. "ABOUT THE AESTHETICS OF TEACHING THE MATHEMATICAL PROBLEM ON HUMANITARIAN FLOWS OF SENIOR SCHOOL." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 249–53. http://dx.doi.org/10.31651/2524-2660-2020-2-249-253.
Full textAbstract:
Atpresent, both in many countries and in Armenia, high school education is carried out according to differentiated streaming programs. An important part of our study is the problem of increasing the effectiveness of teaching mathematics in the humanitarian stream. Pupils in this stream show a disinterest in teaching math. This is evidenced by the results of a survey among students of the humanitarian flow of high school and math teachers teaching in this flow. The reasons are varied: the unsatisfactory levelof mathematical training of students in the humanitarian flow, the workload and complexity of the program material, the allotted time, the application background that is weakly expressed in the textbooks, the chosen teaching method, low motivation, and soon.Thus, the picture is as follows: the process of learning mathematics in the humanitarian flow is inefficient. In our opinion, in the matter of increasing the interest of students in the humanitarian stream, as well as increasing the effectiveness of teaching mathematics, we will have positive dynamics if we make the aesthetic potential of mathematics and mathematical education more obvious, and develop practical ways to increase the aesthetics of teaching mathematics. In the context of this article, we will consider the mathematical problem and the features of its training in the humanitarian flows of high school
12
Chirwa, Andrew S. "Computer Based Mathematics Instruction at Danville High School." Journal of Educational Technology Systems 20, no. 2 (December 1991): 107–13. http://dx.doi.org/10.2190/lkgk-5vpr-7297-xunh.
Full textAbstract:
Danville High School is located in Vermillion County in the state of Illinois, in the heart of the city of Danville. This school presented an opportunity for study of the impact of technology on teaching and learning because it has a diverse population of students and it is well equipped with computers to which all students have access. Two classes were selected for the study and comprised of a population of thirty students. All students used the software as a supporting tool in their study of essentials of mathematics. Before engaging in the use of this material, the students were administered a pretest and at the end of instruction a posttest was administered. Results showed an improved score in the posttest.
13
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 (June 15, 2019): 1–13. http://dx.doi.org/10.4314/ajesms.v15i1.1.
Full textAbstract:
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 spite of its perceived potentials, the study also reported low usages of ICT in instructional delivery among the teachers. Interestingly, the philosophy of teaching reported in the study by the teachers resonates with their current teaching style and ICT usage levels; the study found that the high school mathematics teachers hugely subscribed to the absolutist philosophical views of teaching mathematics which takes root in teacher-dominated teaching approaches. Consequently, the study reiterates that if teachers hold philosophical views that support the absolutist school of thought, they are likely to use delivery strategies which do not support ICT use but position the teacher to assume a central role in the instructional processes.
14
Mastuti, Ajeng Gelora, Toto Nusantara, Purwanto Purwanto, Abdurrahman As’ari, Subanji Subanji, Abadyo Abadyo, and Susiswo Susiswo. "Interpretation Awareness of Creativity Mathematics Teacher High School." International Education Studies 9, no. 9 (August 29, 2016): 32. http://dx.doi.org/10.5539/ies.v9n9p32.
Full textAbstract:
<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 two weeks in a row can be used as an indicator that in teaching mathematics, high school teacher who observed indirectly applying creativity in teaching math though their confidence is lacking. They give an opportunity to him to be a creative individual and attractive in front of their students and provide opportunities to students to construct their own concepts and develop logical arguments. Overall a high school math teacher is still not directly aware of his creativity, but they can improve the confidence of the students. Based on the result of reflection and interviews obtained factors that can inhibit the creativity of teachers, among others; lack of confidence of teachers to students, the limited time to realize the ability of students, teachers internal and external activities that take a lot of time learning. Factors that could hinder the creativity of teachers compiled by researchers through depth interviews with high school teachers.</p>
15
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.
Full textAbstract:
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.
16
Syaifuddin, Mohammad. "Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers." European Journal of Educational Research 9, no. 4 (October 15, 2020): 1491–502. http://dx.doi.org/10.12973/eu-jer.9.4.1491.
Full text
17
Alamri, Naem M. "The Implementation of the Lesson Study Strategy in Teaching Mathematics: Teachers’ Perspectives." Education Research International 2020 (August 20, 2020): 1–8. http://dx.doi.org/10.1155/2020/1683758.
Full textAbstract:
Lesson study is a form of classroom inquiry that can facilitate teachers’ continuing professional development. This study aims to explore primary school mathematics teachers’ perspectives about the implementation of the lesson study strategy in teaching mathematics. The sample of this study included 149 primary school mathematics teachers in Riyadh, Saudi Arabia, who were selected by using the purposive sampling. A quantitative questionnaire was sent to the teachers by e-mail or mobile. 149 mathematics teachers responded to the questionnaire; among them, fifteen teachers participated in a qualitative interview. The results indicated that most of the sample members carry out lesson study activities. The percentages of the teachers in the study sample who practice the activities and procedures of the lesson study ranged between 61.7% and 89.9%. The results also indicated that there is a high impact on the professional development of mathematics teachers as a result of their participation in the lesson study strategy as it helps enhance their mathematical and pedagogical knowledge, improve their knowledge of students’ learning process, and influence their views about the lesson study approach.
18
Yan, Ke, Hui Deng, and Zhouli Huang. "Evaluation of Lesson Study on Lines and Angles." Journal on Education 3, no. 01 (November 30, 2020): 42–50. http://dx.doi.org/10.31004/joe.v3i01.340.
Full textAbstract:
The intersection of two lines was studied in grade 7, junior high school. This geometry material is very important, as the basic 3 dimensions that students will learn at the high school level. Exploring and persuading the two properties of vertical lines is the most difficult thing in teaching. Traditional teaching uses methods such as observation, drawing, measurement, and comparison to derive the properties of vertical lines, and expresses the properties of vertical lines in finer words, which easily create greater difficulty for students to understand. This research uses research and development methods, tries to use mathematical software to teach lines and angles and optimizes the basic concept of lines and angles. The results of this study provide specific references to the graphs and geometry of junior high school mathematics.
19
Selling, Sarah Kate. "Making Mathematical Practices Explicit in Urban Middle and High School Mathematics Classrooms." Journal for Research in Mathematics Education 47, no. 5 (November 2016): 505–51. http://dx.doi.org/10.5951/jresematheduc.47.5.0505.
Full textAbstract:
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 moves that made mathematical practices explicit and argue that they did so without turning practices into prescriptions or reducing students' opportunities to engage in them. This suggests a need to expand conceptions of explicitness to promote access to mathematical practices.
20
Chalaune, Bir Bahadur, and Abatar Subedi. "Effectiveness of GeoGebra in teaching school mathematics." Contemporary Research: An Interdisciplinary Academic Journal 4, no. 1 (November 6, 2020): 46–58. http://dx.doi.org/10.3126/craiaj.v4i1.32729.
Full textAbstract:
This article aims to explain the effectiveness of using Information and Communication Technology (ICT) in teaching and learning school mathematics. The paper is based on the results of one month experiment of Geo Gebra software in teaching and learning the concepts and problems included in the chapter commensuration of secondary level mathematics. The effectiveness of using ICT tools were explored by measuring achievement level with the help of achievement test and overall perceptions of using ICT tools through questionnaire. The data were analyzed and interpreted by using table, frequency, percentage, mean, SD and t-test. The findings revealed that there was high mean score in achievement in mathematics of experimental group (teaching with ICT) than that of control group (without using ICT), and the difference was significant at 0.05 level. Likewise, the students of experimental group had positive perception to support the use of ICT tools in teaching and learning mathematics. Thus, the use of ICT, particularly Geo Gebra is an effective tool to increase achievement; to promote curiosity, creativity; to make clear sense of concepts; and to encourage overall learning of students in mathematics. Finally, the study suggests that school mathematics teachers need to use ICT for effective teaching and learning.
21
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.
Full textAbstract:
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.
22
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.
Full textAbstract:
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.
23
Nguyen Huu, Hau. "Reality of students’ assessment skill at high school." Journal of Science Educational Science 65, no. 7 (July 2020): 150–61. http://dx.doi.org/10.18173/2354-1075.2020-0086.
Full textAbstract:
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 classroom assessment practice; determined the main factors that affect the classroom assessment process are the exam and the student's characteristics. The survey respondents indicated that it is necessary to integrate 5 skill-groups (16 classroom assessment skills) into subjects of teaching methods in the training program for students of Mathematics Teaching Education in Universities. In the final part of the study, we discuss ways to support innovation in assessing the results of students in learning Mathematics and improve students' capacity for assessing learning results.
24
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 (December 1, 2016): 90–105. http://dx.doi.org/10.51355/jstem.2016.24.
Full textAbstract:
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 scholarship programs have on the high school math and science teacher staffing issue is an area that warrants more research. To help identify some characteristics of students involved in these types of financial incentive programs, our study investigates how the Robert Noyce Scholarship Program influenced students’ decisions to become a high school mathematics or science teachers and their dispositions about teaching in schools. In this study, we administered a 70 item survey to 61 participants (29 experimental group, 32 control group) during the summer of 2015. Latent variables were created using Exploratory Factor Analysis and differences between the experimental and control groups were tested with the Mann-Whitney U and Chi-Square tests. Findings indicate statistically significant differences in three areas: (a) scholarship recipients’ decisions to become a high school mathematics or science teacher, (b) plans for graduate education, and (c) teacher preparation.
25
Kulpa, Sherri, and Sherrie Wisdom. "An Investigation of Success Factors in a High School Algebra Intervention Program." Journal of Research in Science Mathematics and Technology Education 4, no. 3 (August 20, 2021): 205–24. http://dx.doi.org/10.31756/jrsmte.433.
Full textAbstract:
This quantitative study allowed investigation of a high school Algebra intervention program through examination of potential relationships among teachers’ beliefs about teaching and learning, teachers’ instructional styles, students’ academic self-concept in mathematics, and students’ mathematics achievement. Existing research focused on individual components used in this study on the elementary level; thus, leaving a gap in understanding of how factors related to the success of high school students. Results may provide information to teachers and administrators regarding relationships among factors shown to impact student achievement in mathematics, and provide evaluation of an Algebra intervention program at the secondary level. The researcher utilized the National Council of Teachers of Mathematics Teaching and Learning Beliefs Questionnaire to identify beliefs about teaching and learning mathematics and the Reformed Teaching Observation Protocol (RTOP) to determine how closely instruction in Algebra classrooms aligned with constructivist practices. Students were given the Academic Self-Description Questionnaire II (ASDQII) as pre-and-post measures of academic self-concept in relation to mathematics; then, data were checked for relationships to achievement, measured by common semester final exams. Pearson Product Moment Correlation Coefficient analysis determined significant relationships existed between RTOP scores and the ASDQII prompts: I am hopeless when it comes to mathematics; work in mathematics is easy for me; and I get good marks in mathematics classes. Significant relationships were defined between Teaching Style and both Productive and Unproductive Teacher Beliefs, as well as between students’ academic self-concept in mathematics and overall mastery of Algebra content, measured by scores on common semester finals.
26
Refugio, Craig Narzabal, Maria Ilona Elsa A. Bulado, Patrick G. Galleto, Charles Y. Dimalig, Dundee G. Colina, Hermie V. Inoferio, and Mary Lou R. Nocete. "Difficulties in teaching senior high school General Mathematics: Basis for training design." Cypriot Journal of Educational Sciences 15, no. 2 (April 30, 2020): 319–35. http://dx.doi.org/10.18844/cjes.v15i2.4589.
Full textAbstract:
The study investigated the difficulties encountered by Grade 11 teachers in teaching Senior High School General Mathematics, the reasons for the problems, and the strategies employed by teachers in overcoming the challenges with an end view of developing training design. The sequential explanatory mixed methods design was used in the study with the aid of a questionnaire checklist and an interview to validate the answers generated by the questionnaires. The study revealed that the challenges in teaching emerged due to time constraints and mastery issues of contents. Though teachers were pedagogically and technologically equipped to teach the course, however, some have poor time management and link to peers to share the best strategies to cope with the problems. Hence, training, as well as seminars and workshops for the unmastered competencies/contents and the competencies with no strategies applied to deal with the difficulties in teaching, are to be provided to Grade 11 General Mathematics teachers by implementing the training design developed by the researchers.
Keywords: Difficulties, reasons, strategies, training design
27
Trujillo-Torres, Juan-Manuel, Hassan Hossein-Mohand, Melchor Gómez-García, Hossein Hossein-Mohand, and Francisco-Javier Hinojo-Lucena. "Estimating the Academic Performance of Secondary Education Mathematics Students: A Gain Lift Predictive Model." Mathematics 8, no. 12 (November 24, 2020): 2101. http://dx.doi.org/10.3390/math8122101.
Full textAbstract:
Several socioeconomic, environmental, ethnic, family, and educational factors influence an individual’s academic performance and can determine their school performance in mathematics. Mathematical competence is one of the skills that allow students to build visions of the future from performance in the present. However, the perception that students have of mathematics, in addition to the teacher–student relationship, the classroom, gender, teaching–learning, and motivation are crucial factors for achieving an optimal academic performance and preventing school failure. The aim of the present study was: (1) to examine which variables of the dimensions “Learning Mathematics” and “School Environment” significantly contribute to the marks in the second quarter and quantify their relative importance; (2) to determine the optimal algorithm model for predicting the maximum gain in students’ marks in the second quarter and quantifying it; and (3) to analyze the maximum gain in terms of gender. A total of 2018 high school students in Melilla were included in this cross-sectional study. Mathematical learning and the school environment were assessed using a validated 14-item questionnaire. Gain lift was employed to quantify the improvement in students’ performance. The role of the classroom and teacher–student relationship had a greater influence on mathematics scores than affinity indicators, teaching, study time, teaching resources used, study aids, and motivation.
28
Et.al, Steve B. Anapi. "Concept Construction on the Area of Oblique Triangles: A Lesson Study." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 3870–80. http://dx.doi.org/10.17762/turcomat.v12i3.1676.
Full textAbstract:
This paper aimed to explain how students construct the concept of the area of oblique triangles. Through Lesson Study using the Theory of Didactical Situations, the researchers designed a research lesson with the raison d'être of improving the teaching of trigonometry. The research lesson was implemented to junior high school student-participants in a national high school in the Philippines, and was attended by a pool of observers. A priori and a posteriori analyses were conducted to validate the teaching and learning situations. Observations, notes, students’ outputs, and post-lesson discussions and reflections were used in the analysis of didactical situations. After the conduct of the Lesson Study, the following themes emerged: (1) explicit mathematics didactical intentions are essential in analyzing students' constructed mathematical knowledge and learning, and (2) balancing adidactical situation and teacher facilitation allows independent learning for students.
29
Adaskina, A. A. "The study of the phenomenon of math anxiety in foreign psychology." Современная зарубежная психология 8, no. 1 (2019): 28–35. http://dx.doi.org/10.17759/jmfp.2019080103.
Full textAbstract:
The article presents an overview of foreign studies on the phenomenon of mathematical anxiety. Unlike Russian psychology, where more general concepts are considered: school anxiety, learning anxiety, exam anxiety, foreign psychologists have developed a narrow concept of “mathematical anxiety” (math anxiety) since 1960s. The article discusses the content of this concept, the main directions of the research. This analysis of the academic literature reveals the main reasons for increasing the math anxiety of students: approaches to teaching mathematics, social attitudes and stereotypes, low socioeconomic status of the family. The data show a decrease in operative memory which results in declining effectiveness of performance tasks in teaching mathematics to students with high mathematical anxiety. The article also discusses practical recommendations for reducing math anxiety while teaching mathematical disciplines to schoolchildren and students which include both pedagogical techniques and special psychological techniques and trainings
30
Biton, Yaniv, Sapir Fellus, Dafna Raviv, and Osnat O Fellus. "Yours Virtually: Advanced Mathematics and Physics in the Israeli Virtual High School." Interdisciplinary Journal of e-Skills and Lifelong Learning 13 (2017): 229–50. http://dx.doi.org/10.28945/3898.
Full textAbstract:
Aim/Purpose: The increasingly growing number of virtual high schools around the world has engendered new modes for teaching and learning and a promising area of re-search. While research in this emerging field has mostly taken a comparative lens that highlights differences between traditional modes of teaching and online teaching, research on high school students’ and teachers’ perspectives has remained dearth. Background: This study identifies students’ and teachers’ perceptions of their learning and teaching advanced level mathematics and/or physics in the first Israeli virtual high school (VHS), which was launched five years ago. Methodology: A survey of 41 questions was disseminated to the first graduating cohort of 86 Grade-12 students as well as to 22 VHS teachers. Additional data sources include students’ essays on what it means to be a student in a VHS and field notes from a pedagogical development day. Contribution: The purpose of this study is to highlight the workings of the Israeli VHS and in particular its important building blocks that include a teacher-tutor model, an ongoing gauging of students’ work through a Learning Management System (LMS), and a continual teacher-developer interaction for the purpose of developing cutting-edge, technology-based course content. Findings: Given the unique features of the Israeli VHS, both teachers and students report on feelings of unit pride, motivation, and investment in teaching and learning in the VHS. Recommendations for Practitioners: The Israeli VHS uses a combination of a teacher-tutor format, together with tools for gauging students’ work and ongoing interaction between the teachers and the course content designers. Such a context creates new, fertile ground for technology-based, fully online teaching and learning of school mathematics and physics that may contribute to alleviating the problem of decreasing numbers of learners who are interested in taking advanced-level courses. Recommendation for Researchers: Further exploration of aspects for improvement in the teaching model of the VHS, its design, and its support system and for finding out factors that impact attrition lay down important research trajectories that have not yet been trodden. Impact on Society: Issues of equity and the democratization of learning of advanced STEM subjects are now possible to be seriously considered in a principled manner within the context of the VHS. Future Research: Future research may focus on the affordances, possibilities, and limitations of learning within a VHS to ensure a more robust process that will allow more students to learn advanced mathematics and physics.
31
Yu, Chunjie, and Hailun Fu. "The Study on Cultivating Students’ Mathematics Problem Consciousness in Senior High School Classroom Teaching." Open Journal of Social Sciences 05, no. 07 (2017): 186–98. http://dx.doi.org/10.4236/jss.2017.57012.
Full text
32
Surya, Edy, and Edi Syahputra. "Improving High-Level Thinking Skills by Development of Learning PBL Approach on the Learning Mathematics for Senior High School Students." International Education Studies 10, no. 8 (July 30, 2017): 12. http://dx.doi.org/10.5539/ies.v10n8p12.
Full textAbstract:
This study aims to improve the ability of high-level thinking by developing learning models based on problems in senior high school students. The type study is research development. The subject of dissemination consists in 3 distric/city in North Sumatera, namely: SMK Negeri 6 Medan, MAN Deli Serdang Distric and SMA Yapim Taruna Langkat Distric, SMA YPK Medan City. Instrument of Collecting data used are observation guidelines, questionnaires, interview guides, students mathematics text books for 11th grade in Senior high school, Teacher’s guide book, instrument of pre-test and post-test. Development of model is adopted from Thiagarajan’s model and Semmel & Semmel’s model. This study has compiled teaching materials in the form of textbooks for students’ and teacher’s guide book that includes the structured steps of solving mathematical problems based on problem solving which can construct high-level thinking. Results of dissemination showed a significant improvement of students’ problem solving ability in three districts/cities in North Sumatra at four schools.
33
Khairunisa, Shabrina, Ika Wahyu Anita, and Asep Ikin Sugandi. "MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS SISWA SMP DENGAN PENDEKATAN KONTEKSTUAL MELALUI PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 6 (November 29, 2018): 1129. http://dx.doi.org/10.22460/jpmi.v1i6.p1129-1134.
Full textAbstract:
This research examines the learning of mathematics-learning cooperatives the type of Team Assisted Individualization with contextual approach and it is relation with improved mathematical connection quality of high school (Junior High School) Private in the city of Bandung. The purpose of this research was: know how to increasiing learner mathematical connection quality who follow the method of contextual approach Through Cooperative Learning the Type of TAI compared with students who follow the teaching of mathematics with the conventional models, implementation approach contextual approach in class and the difficulties faced students of middle school in solving about the connection mathematics. The study instrument apply was a black-and-white exam mathematical connection quality. The results obtained in the form of the pretest and posttest scores then processed with statistical methods test the difference of two averages. The output indicate that improvement of connection quality of middle school student who follow the method of contextual approach Through Cooperative Learning the Type of TAI is more increased compared with students who follow the teaching of mathematics with the conventional models. Implementation contextual approach can improve the ability of connection mathematics students middle school, the difficulties faced students middle school in solving about the connection mathematics is indicator using math in the part of another study or in daily life.
34
Muhammad, Azamul Fadhly Noor, and Noer Intan Novitasari. "Development of Ethnomathematics-Based Teaching Materials for Elementary Students." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 31, 2019): 450. http://dx.doi.org/10.20961/shes.v2i1.39471.
Full textAbstract:
<em>Teaching material is a collection of material and images compiled by the teacher. Learning mathematics in elementary school (SD) really needs to provide content between mathematics in the daily world of students based on local culture with school mathematics. One of the innovative mathematics learning in elementary school can be done by linking the material with culture or ethnomatematics. Ethnomatematics-based teaching materials in elementary schools can be defined as a collection of special elementary materials compiled by teachers in facilitating the process of learning mathematics in class related to culture, either in the form or form that is often encountered by students. The advantages of teaching materials consist of: 1) Study From Anywhere, Anytime; 2) No Commuting; 3) Flexibility to Choose. While the shortcomings of teaching materials consist of: 1) High Chances of Distraction in the Class; 2) No Social Interaction; 3) Takes A Lot of Time and Money. The research method used is the Library Study (Library Research). The data analysis technique used in this study is the Content Analysis method.</em>
35
Bakry, Bakry, and Md Nor Bin Bakar. "The Process of Thinking among Junior High School Student in Solving HOTS Question." International Journal of Evaluation and Research in Education (IJERE) 4, no. 3 (September 1, 2015): 138. http://dx.doi.org/10.11591/ijere.v4i3.4504.
Full textAbstract:
Higher order thinking skills (HOTS) is one of the important aspect of teaching and learning mathematics. By using HOTS, student will be able to acquire a deep understand of mathematical concepts and can be applied in real life. Students ability to develop the capacity of the HOTS is closely related with thinking processes while solving mathematics problems. This research focused, at describing the thinking process of students in solving mathematical problem involving HOTS problem. The method used is a qualitative method and case study design, the data collected through mathematics tests and interviews. There are 3 students selected as participant Data analysis techniques are descriptive qualitative, analysis according to the model proposed by Miles and Huberman (1992), namely data reduction, data presentation and conclusion. The result of the study showed that the students thinking process in solving mathematics problem is by using the systematic thinking (1) creating of meaning (2) making of opinion, and 3) making conclution.
36
Febrilia, Baiq Rika Ayu, and Ita Chairun Nissa. "EXPLORING STUDENT MATHEMATICAL ENGAGEMENT USING ADAPTED WATSON’ ANALYTICAL TOOL." Jurnal Cakrawala Pendidikan 38, no. 1 (February 27, 2019): 188–202. http://dx.doi.org/10.21831/cp.v38i1.21478.
Full textAbstract:
This research was conducted with the aim of describing the engagement of junior high school students in the mathematics learning process measured using an adapted Watson analytical tool. This research is a qualitative study that analyzes video transcripts of a junior high school teacher in West Nusa Tenggara, East Indonesia who are carrying out mathematical teaching on probability. In this study, the teacher carried out mathematics teaching designed by researchers using the ELPSA (Experience, Language, Pictorial, Symbolic, and Application) framework. The learning process was recorded through a video and then transcribed so that it is easily analyzed. The results showed that the dimensions of student mathematical engagement that emerged during the mathematics learning process were dominated by activities comparing/classifying and justifying/reasoning. These results also have a positive impact that by using the adapted of Watson analytical tool to analyze the learning process of mathematics can help teachers to gain deeper insight into students' mathematical engagement. This technique can be used as a reference by the teacher to further analyze so that better teaching actions can be planned.
37
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.
Full textAbstract:
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.
38
Okyere, Mavis, and Ernest Larbi. "Senior high school mathematics teachers’ perception and use of assessment in the classroom." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (August 18, 2019): 43–54. http://dx.doi.org/10.4314/ajesms.v15i2.4.
Full textAbstract:
The study investigated senior high school mathematics teachers’ perception and practices of classroom assessment since assessment is considered a critical tool for assessing the achievement of learning objectives in particular and educational goals in general. The study adopted a mixed-methods design. Sixty-two mathematics teachers were sampled from the selected schools to participate in the study. The instrument used in the data collection was a questionnaire. The internal consistency of the instrument designed had a calculated Cronbach alpha reliability coefficient of 0.74. The quantitative data gathered were analysed using descriptive statistics. The results from the study revealed that mathematics teachers had a positive perception about classroom assessment as most of them indicated that assessment is a tool to inform teaching and learning. There were, however, few teachers who still had a negative perception about assessment. Their reasons being that assessment had always been a tool for assigning grades and also used to promote students, hence had little benefit to teaching and learning process. The study also showed that the mathematics teachers’ practices of classroom assessment did not match up to the views they held about classroom assessment. Retraining of teachers through seminars and workshops were therefore recommended.
39
Moreno-Guerrero, Antonio-José, Inmaculada Aznar-Díaz, Pilar Cáceres-Reche, and Santiago Alonso-García. "E-Learning in the Teaching of Mathematics: An Educational Experience in Adult High School." Mathematics 8, no. 5 (May 22, 2020): 840. http://dx.doi.org/10.3390/math8050840.
Full textAbstract:
Currently, the e-learning method, due to the period of confinement that is occurring due to COVID-19, has increased its use and application in the teaching and learning processes. The main objective of this research is to identify the effectiveness of the e-learning method in the teaching of mathematics with adults who are in high school, in contrast to the traditional expository method. The study developed is quantitative, descriptive and correlational. The research design is quasi-experimental, with a control group and an experimental group. The results show that the use of the e-learning method has a positive influence on motivation, autonomy, participation, mathematical concepts, results and grades. It can be concluded that the e-learning method leads to improvement in adult students who are studying the mathematical subject in the educational stage of high school, provided that it is compared with the expository method. Therefore, this method is considered effective for its implementation in adults.
40
Curtis, Carol. "Keeping Our Nation's Mathematics Teachers." ISRN Education 2012 (December 17, 2012): 1–11. http://dx.doi.org/10.5402/2012/424715.
Full textAbstract:
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 research suggest that an increase in administrator training could play a major role in keeping our nation’s mathematics teachers in the classroom.
41
Azizah, Annisa Nur, Tri Atmojo Kusmayadi, and Laila Fitriana. "Need Assessment of Mathematics Learning Module Based on Information Technology for Junior High School." International Journal of Multicultural and Multireligious Understanding 7, no. 7 (August 7, 2020): 57. http://dx.doi.org/10.18415/ijmmu.v7i7.1715.
Full textAbstract:
This study aims to analyze the need for teaching materials in the form of Flipbook as a media of information technology K-13 mathematics learning for junior high school students in class VIII semester II. The subjects of this research are 27 students of eight grades in Junior High School 2 Sukoharjo. This research is motivated by the limited available teaching materials and lack of innovation in teaching materials, so it tends to make students bored with mathematics. Data collection techniques using non-test with research instruments are a questionnaire that needs analysis and interviews. The analysis consists of 3 stages, namely front-end analysis, student analysis, and teaching material analysis The research findings show that (1) the lack of additional textbooks / other references in learning; (2) have never used learning media and the lack of facilities; (3) teachers and students need information technology-based mathematics teaching media.
42
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.
Full textAbstract:
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.
43
Munje, Paul Nwati, Maria Tsakeni, and Loyiso C. Jita. "School Heads of Departments’ Roles in Advancing Science and Mathematics through the Distributed Leadership Framework." International Journal of Learning, Teaching and Educational Research 19, no. 9 (September 30, 2020): 39–57. http://dx.doi.org/10.26803/ijlter.19.9.3.
Full textAbstract:
The prioritization of quality education, especially in science and in mathematics, positions effective teaching and learning as a major school leadership goal. Effective curriculum implementation hinges on power dynamics in schools; this puts distributed leadership in the spotlight. Heads of departments (HoDs) are important role players in the distributed leadership structures of schools. This qualitative case study explored the roles of HoDs in four South African high schools to determine how opportunities were created for teaching and learning science and mathematics in the context of distributed leadership. Unstructured interviews were conducted with 13 participants. The findings show that, in distributed leadership structures, HoDs in science and mathematics played the roles of instructional leaders; school-based subject and classroom specialists; and that they were accountable for learner performance in their departments. Their actions supported other players in school leadership, including teachers in the classroom and principals, to improve teaching and learning through distributed leadership structures. We recommend that further studies explore and compare how HoDs navigate the complexities of their roles in different school contexts.
44
ABELLAR, ELISA. "JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS’ PROFESSIONAL AND PERSONAL CHARACTERISTICS." Advances in Social Sciences Research Journal 8, no. 7 (July 19, 2021): 181–86. http://dx.doi.org/10.14738/assrj.87.10434.
Full textAbstract:
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 survey method. It determined the level of teaching practices of twelve (12) Junior High School Mathematics teachers of Maguindanao Division I in terms of professional and personal characteristics. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of professional and personal characteristics of the junior high Mathematics teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that Junior High School Mathematics teachers’ professional and personal characteristics is very satisfactory. It is further concluded that the outstanding professional and personal characteristics of the teachers have no bearing on the academic achievement of the students. The students must work hard to get higher grades and the teacher must develop professional and personal characteristics to perform tasks exceedingly.
Keywords: Professional and Personal Characteristics, Junior High School Mathematics Teachers, Level of Academic Performance
45
A.R, Ediaman. "IMPROVING MATHEMATICS COMMUNICATION CAPABILITIES THROUGH DIRECT TEACHING MODELS WITH PROBLEM POSING APPROACHES." Jurnal Daya Matematis 7, no. 1 (April 1, 2019): 16. http://dx.doi.org/10.26858/jds.v7i1.8842.
Full textAbstract:
This study aims to improve students' Mathematical Communication Ability through a direct teaching model using the Problem Posing approach. The indicators used are (1) the ability to present mathematical statements in writing through symbols and images, (2) the ability to manipulate mathematics, and (3) the ability to draw conclusions from mathematical statements. The type of research chosen was classroom action research which was conducted in two cycles, the subjects in this study were 26 students of class XII IPA 2 in Sinjai State Senior High School as many as 26 people. The results showed that (1) the average score of mathematical communication skills of students of class XII IPA 2 of Sinjai Public High School 4 after being taught using the direct teaching model and the problem posing approach were in the high category. (2) the activities carried out by students increase especially activities in terms of asking questions from the situation given by the teacher, communicating questions that are asked by other students in writing, and expressing opinions on the teacher and other students, (3) Teacher activities in the learning process well, (4) In general students give a positive response to the problem posing learning approach, as an application of the results of this study it is suggested that in the learning process the teacher should use a direct teaching model with a problem posing approach to improve student communicationIMPROVING MATHEMATICS COMMUNICATION CAPABILITIESTHROUGH DIRECT TEACHING MODELS WITH PROBLEM POSING APPROACHES
46
Rahmadani, Heni, Yenita Roza, and Atma Murni. "Design of Information and Technology Based Teaching Materials in Mathematics Subjects of IT High School Pekanbaru Students." Mathematics Education Journal 4, no. 1 (March 8, 2020): 17. http://dx.doi.org/10.22219/mej.v4i1.11467.
Full textAbstract:
This research is based on the low mathematical representation ability of students and the lack of textbooks used by teachers in presenting teaching material. This study aims to describe the results of the development of information technology-based teaching materials to improve the mathematical representation ability of students in class X Trigonometry Function Materials that are valid, practical, and effective. The model used in this research development is the ADDIE development model, namely Analysis, Design, Development, Implementation, and Evaluation. The research instruments used in this article are validation sheets (validity aspects), teacher assessment sheets and student assessment sheets (practical aspects), and mathematical representation ability tests (effectiveness aspects). Analysis of the data used in this research is parametric statistics, the t-test with the help of SPSS 18.00 using the Independent-Sample t-Test. This research resulted in a product of teaching materials based on information and technology in valid mathematics (87.11%), practical (90.81%) and effective (0.043 <0.05).
47
Makamure, Chipo. "Learning to teach for mathematical proficiency: Behavioural changes for pre-service teachers on teaching placement." African Journal of Educational Studies in Mathematics and Sciences 16, no. 1 (September 4, 2020): 29–50. http://dx.doi.org/10.4314/ajesms.v16i1.3.
Full textAbstract:
This study reports on an investigation of how field experiences in teaching prepares pre-service teachers (PSTs) to effectively deal with the challenges and complexities of teaching mathematics in Zimbabwean secondary schools. The study was premised on the view that improvement in learning secondary school mathematics in the classroom is related to practitioner development in teaching. However, despite overwhelming research on mathematics knowledge for teachers, the problem of mathematics failure in high schools has not been addressed. A mixed methods approach, based on the perspectives of PSTs on teaching practice (TP) was employed to depict how their practices impact on their knowledge development for teaching mathematics. The study, found that a proficient mathematics PST is considered one who embraces knowledge of mathematics content and the ability to teach it. Hence, the development of mathematics knowledge for PSTs requires them to be mentored and workshopped by mathematics subject specialists who are well positioned in terms of mathematics pedagogy and mathematics content knowledge.
48
Jensen, Mette, and Carl Winsløw. "Questioning corona—a study and research path." Teaching Mathematics and its Applications: An International Journal of the IMA 40, no. 2 (March 6, 2021): 154–65. http://dx.doi.org/10.1093/teamat/hrab003.
Full textAbstract:
Abstract We present a so-called ‘study and research path’, designed for advanced high school teaching in the context of a master’s thesis project, along with an outline of the mathematical and didactic background. The aim of the paper is to present and discuss an adaptation of Chevallard’s ‘paradigm of questioning the world’ to currently prevailing institutional conditions and in particular to show how mixed mathematics may be revived at a time of crisis, such as the coronavirus outbreak during which the specific design was developed.
49
Silva, Fabrício Oliveira da, and Charles Maycon de Almeida Mota. "TRIGONOMETRY IN RURAL SPACE: implications of contextualized mathematics education." Revista Baiana de Educação Matemática 1 (December 22, 2020): e202022. http://dx.doi.org/10.47207/rbem.v1i.10363.
Full textAbstract:
This text aims to understand how the experiences with pedagogical workshops on taching mathematics in rural areas favored the teaching and learning of geometry by undergraduate in Pedagogy and by elementary school students. The text reflects the contexts of the countryside, showing how this can be enhanced as a locus for valuing actions in teaching that go beyond the school walls and expand by the contexts of life of their students. The methodology of this work comprises the realization of a pedagogical workshop with a course load of 12 hours, held at Sítio Mata da Lua by graduates of the Pedagogy Course in the Teaching of Mathematics discipline, given to students of the 9th grade of Elementary School II and the High school. The workshop was the research device used to enable reflections on the development of teaching practices that aim to theorize and value the students' context through a study on the concepts of trigonometry, plane geometry and surface measurements in situations and experiences in the fields. We take the reports of teachers and students who participated in this workshop as an element of analysis. It is concluded that the teaching of mathematics generates meanings for the student when the context in which he lives is taken into consideration for the construction of school knowledge. The countryside was understood as a locus of teaching in mathematics, enabling students to create connections between th knowledge of the countryside and the knowledge of trigonometry, in a construction of significant learning about mathematical knowledge.
Keywords: Mathematics teaching. Initial formation. Contextualized education. Teaching in the country.
50
Karikari, Abraham, Ellen Afia Achiaa, Juliet Adu, and Emmanuel Opoku Kumi. "CAUSES OF STUDENTS POOR PERFORMANCE IN MATHEMATICS. A CASE OF SEFWI BONWIRE D/A JUNIOR HIGH SCHOOL IN THE WESTERN REGION OF GHANA." International Journal of Advanced Research 8, no. 9 (September 30, 2020): 904–12. http://dx.doi.org/10.21474/ijar01/11740.
Full textAbstract:
This study sought to examine the causes of students poor performance in Mathematics. A case of Sefwi Bonwire D/A Junior High School in the Western Region of Ghana. The study was a survey in which questionnaires were administered to 80 respondents. Data analysis and interpretation was conducted through frequency tables and percentages. The study revealed that, students study habits was the major cause of their poor performance in Mathematics. It was also revealed that, problem-based learning was the main activity-based teaching method that could improve upon Mathematics education in the school. It was finally revealed that, teaching effectiveness was the major factor that affected Mathematics education in the school. Attainment of the goals of Mathematics education is largely dependent on the quality of teachers. Therefore, there should be quality teacher development. Opportunities to enrich teachers practices and competencies through in-service training, conferences, seminars and workshops should be provided on a regular basis to help them keep abreast with recent developments in the field of Mathematics education and broaden their knowledge of the subject matter. There should be proper staffing of schools in terms of quality and quantity. Good practices for effective implementation of inquiry-based Mathematics education must be identified and properly implemented. There should also be provision of modern teaching-learning resources in terms of quality and quantity as students need a variety of materials to engage in inquiry-centered learning environment. Finally, if Mathematics courses are properly taught from the lower level, this will lay a sound foundation for Mathematics education at the higher level.