Academic literature on the topic 'Mathematics – Study and teaching (Secondary) – Zimbabwe'
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Journal articles on the topic "Mathematics – Study and teaching (Secondary) – Zimbabwe"
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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.
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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.
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Bhebhe, Gladwin, and Matiya Mugurani. "CHALLENGE LEARNING FOR TEACHERS IN RURAL GWERU ZIMBABWE." Jurnal Ilmiah Peuradeun 4, no. 3 (September 28, 2016): 295. http://dx.doi.org/10.26811/peuradeun.v4i3.104.
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The study established that rural day secondary school science teachers face a number of challenges, including inadequate teaching and learning materials, students’ negative attitudes towards science, conflicts between students’ home background and school science, and absence of science teachers’ associations. These challenges could have a direct impact on the teaching and learning of science in rural day secondary schools. The opening of rural day secondary schools in Zimbabwe was a great challenge in terms of providing science education to all students because the newly opened secondary schools did not have conventional laboratories and equipment that would facilitate the teaching and learning of science. This study sought to find out the challenges faced by rural day secondary school science teachers in Gweru district of Zimbabwe and propose a way forward. Questionnaires, interviews and observations were used to collect data pertaining to the challenges that were faced by the teachers.
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Wadesango, Newman, and Ezekiel Dhliwayo. "Study of Secondary Schools Students Performance in Mathematics from Zimbabwe." Anthropologist 14, no. 2 (March 2012): 113–21. http://dx.doi.org/10.1080/09720073.2012.11891228.
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Lamanauskas, Vincentas. "EDUCATION IN ZIMBABWE: AN INTERVIEW WITH CATHRINE KAZUNGA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 1 (June 25, 2016): 29–37. http://dx.doi.org/10.48127/spvk-epmq/16.8.29.
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Cathrine Kazunga is a full time student studying PhD in Mathematics Education with University of KwaZulu - Natal. University of KwaZulu-Natal is one of the most reputable institutions in South Africa, among the institutions with mathematics education as their main topics of research activity. She has twelve years of teaching experience in rural and urban secondary schools and ten years tertiary education of learning and teaching experience in Zimbabwe. She is an emerging researcher who has so many peer reviewed publication of three journal publications and four conference proceedings. It is possible to contact her via e-mail: kathytembo@gmail.com
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Mwangu, Edson C., and Lwazi Sibanda. "Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe." Academic Journal of Interdisciplinary Studies 6, no. 3 (November 27, 2017): 47–55. http://dx.doi.org/10.1515/ajis-2017-0020.
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AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.
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Risiro, Joshua. "The challenges of Integrating Indigenous Knowledge in the teaching of weather and climate in Geography in Manicaland province of Zimbabwe." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 30–46. http://dx.doi.org/10.46622/jogea.v2i1.2483.
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Scholars have acknowledged that the current education system in Zimbabwe has done very little to incorporate learners’ socio-cultural experiences. The purpose of the qualitative case study, from which this research draws its data, was to examine the views of the teachers and education officers on the challenges of integrating Indigenous Knowledge (IK) into the teaching of weather and climate. The study was conducted in secondary schools of Manicaland in Zimbabwe. It is hoped that these views from the various stakeholders can contribute to the ongoing discussions on updating the Geography curriculum (2015 – 2022) in Zimbabwe. Data was generated using interviews and focus group discussions. The study revealed numerous challenges in integrating IK into Geography in secondary schools which include the lack of written texts given the oral tradition, the training of teachers, insufficient IK experts for guidance, teachers own attitudes and beliefs, assessment challenges and urbanisation. However, I argue that these challenges should not detract from the decolonizing project of integrating IK into the Zimbabwean Geography curriculum, rather the challenges should open up avenues for further discussion on including IK in the curriculum. It is recommended that the Ministry of Education seek to address the challenges, reported on the integration of IK into the Geography curriculum, that lie within the ambit of teaching, learning and assessment.
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Richit, Adriana, and Mauri Luís Tomkelski. "Secondary School Mathematics Teachers’ Professional Learning in a Lesson Study." Acta Scientiae 22, no. 3 (May 25, 2020): 2–27. http://dx.doi.org/10.17648/acta.scientiae.5067.
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Background: Lesson study is an innovative professional development process, originated from Japan, that is important to know if it may be applicable in other cultural contexts. Objective: This paper analyses professional learning of mathematic teachers involved in lesson study. Design: Qualitative and interpretative research, using participant observation. Setting and participants: The participants are seventeen mathematics teachers of secondary school at the teaching public network of Rio Grande do Sul State. Data collection and analysis: Research’s empirical material consist of field notes produced in the context of lesson study sessions, teachers’ textual productions systematized in their logbooks, audio recordings of the research lesson and debriefing session. Results: The results highlight that teachers’ participation in lesson study provided them professional learning related to deepening of the curricular content to teach at classroom, as well about teaching resources to teach mathematics topics and also about the collaborative work in the school context, the reflection on professional practices and about the teacher’s education approaches prevalent in the educative settings. Conclusions: The study suggests that lesson study is a powerful professional development process both regarding mathematics teaching and professional culture.
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Makamure, Chipo. "PRE-SERVICE TEACHERS’ PRIOR EXPECTATIONS AND THEIR ACTUAL EXPERIENCES OF TEACHING MATHEMATICS DURING PEDAGOGICAL INTERNSHIP IN ZIMBABWE." Problems of Education in the 21st Century 78, no. 6 (December 5, 2020): 983–99. http://dx.doi.org/10.33225/pec/20.78.983.
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Pedagogical internship (PI) is an important component of teacher training programmes in Zimbabwe. It is envisaged to give student teachers experience in the classroom. However, the variation between the theoretical expectations of pre-service teachers (PST) and their actual experiences in the field has been a relational lacuna in academic research in Zimbabwe. This research sought to address this by presenting data on the relation between college PSTs’ expectations about teaching mathematics and their actual experiences during PI in Zimbabwe. The study shares findings from a mixed methods study that employed two questionnaires completed by 120 PST before and during PI respectively, and a third questionnaire administered to school-based mentors. The researcher also conducted in-depth interviews with a few selected PSTs and teacher educators to elicit their views about the PSTs’ practices. The results show that there is, indeed, a conflictual relationship between the PSTs’ expectations of teaching mathematics and their experiences in the classroom. PSTs showed a consistent anticipation that they would sail through PI without many difficulties, but this expectancy turned out to be idealistic and impractical. The research also established that PSTs’ expectations about teaching mathematics prior to PI can influence their field practices, hence, determining their opportunities to learn to teach the subject. It is recommended that teacher training institutions organize programmes for PSTs before PI to prepare and acquaint them fully with the skills that are needed to face challenges of teaching that may otherwise come as a shock during PI. Keywords: expectations of teaching, field experiences, mathematics knowledge, pedagogical internship (PI), pre-service teachers (PSTs)
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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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Matorevhu, Alois. "Partnerships in mathematics and science teacher preparation in Zimbabwe." International Journal on Teaching and Learning Mathematics 2, no. 2 (May 17, 2020): 39. http://dx.doi.org/10.18860/ijtlm.v2i2.9341.
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<p class="ABS-C">Research evidence indicates that collaborative partnerships among stakeholders develop strong sense of ownership, interest and commitment, which promotes successful programme implementation. Research evidence also supports that loose partnerships adversely affect programme implementation. This study sought to explore the nature of partnerships among teacher education stakeholders in the pre–service Diploma in Education programme, offered at Teachers’ College S which is an associate of the University of Zimbabwe. Interviews with mentor teachers, pre-service teachers on attachment teaching practice/practicum, and head teachers were used to generate and collect data. Findings revealed existence of collaborative partnerships among Teachers’ College S, schools and the University of Zimbabwe. However, most mentor teachers expressed concern on absence of a policy guiding their operations. Recommendations to strengthen collaborative partnerships in pre–service teacher preparation were made.</p>
Dissertations / Theses on the topic "Mathematics – Study and teaching (Secondary) – Zimbabwe"
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Mandikonza, Caleb. "Relating indigenous knowledge practices and science concepts : an exploratory case study in a secondary school teacher-training programme." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1007321.
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This study reports research on how student teachers in Science at Mutare Teachers' College in Zimbabwe worked with indigenous knowledge practices in relation to science concepts in the secondary school syllabus. The study was conducted among first-year science students and involved them in developing science learning activities for a peer-teaching process that was part of their course. The research was undertaken during a review ofthe college syllabus and as a study to inform the Secondary Teacher Training Environmental Education Programme (ST²EEP). The research design involved the researcher in participant observations and interviews with rural people to document indigenous knowledge practices and to develop materials for the students to work with in the lessons design part of the study. The student teachers used the documented practices to generate learning activities and lesson plans to teach the science concepts they had identified. A peer review session and focus group interviews followed the lesson presentations. Findings from the research point to the rural community being a repository of diverse indigenous knowledge practices. Student teachers showed that they had prior knowledge of both indigenous knowledge practices and science concepts when they come to class. Student teachers were able to relate indigenous knowledge practices and science concepts in ways that have the potential to enhance the learning of science in rural school contexts that lack laboratories and science equipment. The scope of the study does not allow for anything beyond tentative conclusions that point to the need for further work to be undertaken with student teachers and for the research to be extended to teaching and learning interactions in schools. Recommendations are also made for further resource-based work to be undertaken within the forthcoming St²eep implementation phase in 2007.
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Mlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe: multiple case studies." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003458.
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As personal computers (PCs) and related ICTs become more and more omnipresent than ever before in institutions of education, teachers are faced with the challenge of having to teach in ICT rich environments. Some syllabuses increase this pressure by stipulating where ICT may be applied. While past research efforts have focused on presence of and/or effectiveness of ICTs on achieving various didactic goals, there is limited literature on the extent to which actual practice occurred naturally. It was the aim of this study to determine the extent to which Physics teachers and students used ICT in their usual teaching/learning ambience, referred to as natural settings in this study. Using activity theory as a theoretical lens, multiple case studies were chosen as a strategy using 10 schools, 15 Physics teachers, 20 A-level Physics students and 10 ICT teachers (computer specialists). Questionnaires, observations and informal and focus group interviews were used to elicit responses from students, teachers and computer specialists. It emerged from the case studies that despite the presence of apt ICT infrastructure in the schools and although the teachers had a positive attitude towards the use of ICT for teaching and learning of Physics, teachers were apathetic when it came to the actual use. Some of the reasons militating against use were lack of an ICT policy, school authority, and monopoly of computers enjoyed by computer studies teachers. However among students there were ‘early starters’ who used ICTs outside of school, a situation that tended to change the Physics learning environment. These findings led to a proposal for a post of Computer Specialist (CS) in the schools. The need for developing ICT policy at all levels namely national, Ministry of Education and the school was also proposed. Lastly staff development in the use ICT for Physics teachers was proposed as indispensable.
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Lau, Yin-har, and 劉燕霞. "Values teaching in Hong Kong junior secondary mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958734.
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Chitepo, Thokozile 1961. "Cognitive processes in the acquisition of knowledge from science instruction in Zimbabwe." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66075.
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Chitepo, Thokozile 1961. "Students' ability to apply their knowledge and reason from science instruction in Zimbabwe." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34515.
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The goal of this research was to investigate the knowledge high school students acquire from science instruction in Zimbabwe, and their ability to reason from and apply their knowledge based on previous learning. Science educators in Zimbabwe are concerned with improving the quality of student's achievement and that students develop a conceptual understanding of basic science rather than a rote memorisation of facts and that students become better prepared to acquire science content on their own. The research reported here utilises the discourse comprehension analysis model and methods developed by Frederiksen (1975, 1986) to investigate students' learning. Based on these methods, it is possible to examine: (a) how students acquire knowledge and understanding, and (b) how they apply what they learn to reason using their conceptual knowledge.The design of the study involved the use of three texts each of which represented different information types within a science domain, 'gas pressure'. The content of the texts was presented by the same teacher during natural classroom instruction to classes at two levels (higher and lower) of a high school grade. The first text concerned Basic Knowledge (concepts and principles) in the domain, and the second and third texts described Familiar and Unfamiliar experiments respectively within the same science domain. In addition, for both of these experiments, several types of information were presented: Procedures, Observations and Explanations. Students' responses to comprehension questions were subjected to a conceptual (propositional) analysis and coded against an 'expert' model of the content of the texts used by the teacher during instruction to the students. The study focused on identifying the extent to which the students' responses directly matched the 'expert' model or consisted of modifications (inferences) that indicated alternative (true or false) conceptual knowledge frameworks that the students may have possessed.
The major findings of this research were as follows: Students' answers to questions about their knowledge of basic concepts comprised a large number of responses that directly matched (i.e., literally recalled) the information presented by the teacher during instruction and also included a high number of incorrect inferences. Students' comprehension of the Familiar and Unfamiliar experiments was also characterised by a high degree of 'literal learning' as shown in the generally high amounts of recall of propositional information compared to inferences. Students' responses to these questions consisted mostly of Observation information, and least of Explanations. This suggests that they were more likely to recall observed events that they were to interpret. Students' reasoning was generally poor relative to their comprehension of both experiments, and their responses consisted of more recall responses than inferences. In addition, students' reasoning about the Unfamiliar experiment was characterised by a high number negative higher-order inferences. Finally, students in the higher level displayed higher levels of competence than those in the lower level, particularly in their knowledge of Procedures and Observations in contrast to Explanation information, for both experiments.
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Ceasar, Reginald Raymon. "Investigating an integrated teaching methodology as a means to prepare students for university studies in mathematics." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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A key issue for the success of students entering a first year mathematics course at tertiary level is whether or not they have an integrated understanding and view of the mathematical concepts acquired at school. Various integrated applications from first year mathematics suggest that a compartmentalised view of mathematics would be detrimental to any student's chances of passing mathematics at this level. This study tried to assess whether learners do have an integrated understanding of mathematics at grade 12 level.
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Luwango, Luiya. "Critical reflective teaching practice in three mathematics teachers." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003366.
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This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.
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Mudyahoto, Tapiwa. "The implementation of the inclusive education policy in sport: a case study of four secondary schools in Masvingo District, Zimbabwe." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2116.
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The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.
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Nyika, Mugove Walter. "Permaculture as an aspect of environmental learning: an investigation into secondary school communities in Zimbabwe." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1008447.
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The Schools and Colleges Permaculture (SCOPE) Programme in Zimbabwe has developed a process for use by schools in planning for the sustainable management of their land. The process is called Integrated Land-Use Design (ILUD) and is based on Permaculture principles. The ILUD process has so far been implemented in 54 pilot schools where it has been used to facilitate the re-design of the school grounds through the active participation of the students, staff and parents. The aim of this research was to investigate what environmental learning takes place during the implementation of the ILUD process and related activities, with a view to informing the improvement of the process. The research was conducted within the interpretive paradigm with particular use being made of the Symbolic Interactionist theoretical framework to explore the social situations in which the ILUD process has been applied. A purposive sample of two schools and five form 4 (grade 11) pupils from each school was selected for the study. The main data collection method was the structured interview. Other data were collected from nonparticipant observations and the analysis of documents, particularly photographs. The data was analysed using the constant comparative method. The findings point towards a significant contribution from the Permaculture activities to the environmental knowledge, environmental management skills and the positive environmental attitudes of the pupils. The work done at the two schools indicates the usefulness of the ILUD process as a tool for environmental action in the schools but its application in the communities was found to be limited by constraints such as lack of resources and the limited capacity of teachers to work in the field of adult education and training. It is recommended that Permaculture should be integrated into the secondary school curriculum if the momentum of the progress made so far is to be maintained. The SCOPE Programme itself needs to be strengthened for its work with communities. There is, for example, a need for adult education and training methods if the introduction of ILUD to the communities is to be successful.
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Alleyn, Suzanne. "Learning the language of mathematics." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81477.
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In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of remedial grade ten students. Mathematics is a gatekeeper course in high school, and students who are not successful with this subject are at a distinct disadvantage, both in terms of their education and in their future careers. A persistent source of difficulty for these students is related to language; students often struggle both to understand what is being taught, and how to explain concepts or problem solutions in their own words. Interactive journal writing was initiated as a means of addressing this situation, and of meeting the objectives proposed by the Quebec Education Plan, which specifies three closely related competencies: (1) solve situational problems; (2) use mathematical reasoning; (3) and communicate by using mathematical language. There is ample proof in the research literature that communication plays an important role in supporting learners by helping them clarify, refine and consolidate their thinking.This study demonstrates the importance of allowing and encouraging students to use writing as part of their learning processes. By writing about what they are being taught, students are forced to slow down, examine and reflect on the steps they use to solve problems. Sharing what they write promotes meaningful dialogue and personal engagement, essential ingredients of successful learning.
Books on the topic "Mathematics – Study and teaching (Secondary) – Zimbabwe"
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Nyagura, L. M. An investigation of mathematical competencies attained by form 1 pupils in Zimbabwe, 1981. [Harare, Zimbabwe]: Human Resources Research Centre, 1989.
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1964-, Rock David, ed. Teaching secondary mathematics. 2nd ed. Mahwah, NJ: Lawrence Erlbaum, 2001.
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Brahier, Daniel J. Teaching secondary and middle school mathematics. 2nd ed. Boston: Pearson/AandB, 2005.
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Brahier, Daniel J. Teaching secondary and middle school mathematics. 3rd ed. Boston: Pearson, 2009.
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S, Smith Beverly, and Stepelman Jay, eds. Teaching secondary mathematics: Techniques and enrichment units. 8th ed. Boston: Pearson Allyn & Bacon, 2010.
Find full textBook chapters on the topic "Mathematics – Study and teaching (Secondary) – Zimbabwe"
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Lewis, Catherine, Shelley Friedkin, Elizabeth Baker, and Rebecca Perry. "Learning from the Key Tasks of Lesson Study." In Constructing Knowledge for Teaching Secondary Mathematics, 161–76. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-09812-8_10.
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Bower, Rachel S. G., and Vanessa Z. Mari. "Feedback and Assessment for Emerging Bilinguals in Secondary Mathematics: A Case Study of Written Feedback." In Teaching Mathematics to English Language Learners, 223–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48355-5_12.
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Even, Ruhama, Xinrong Yang, Nils Buchholtz, Charalambos Charalambous, and Tim Rowland. "Topic Study Group No. 46: Knowledge in/for Teaching Mathematics at the Secondary Level." In Proceedings of the 13th International Congress on Mathematical Education, 589–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_73.
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Dyer, Elizabeth B. "An International Study of the Relationship Between Learning to Teach Students from Diverse Backgrounds and Mathematical Knowledge for Teaching in Future Secondary Mathematics Teachers." In Exploring the Mathematical Education of Teachers Using TEDS-M Data, 451–75. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92144-0_15.
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Byers, Terry. "What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?" In Teacher Transition into Innovative Learning Environments, 187–201. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_16.
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AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and critical thinking, and collaborative and communicative workers. However, there is little evidence available to show of either spatial type (traditional classroom or ILE) performs pedagogically to either hinder or support the desired approach/es to teaching and learning being sought by current educational policies. One could suggest that a populistic narrative often drives the growing investment in new school learning spaces, facilitated by a vacuum of credible evidence of their impact. This paper will report findings from a three-year study that tracked the practices over time of secondary school Engineering, Mathematics and Science teachers (n = 23) as they occupied two quite dissimilar spatial layouts. The Linking Pedagogy, Technology, and Space (LPTS) observational metric, with its provision of instantaneous quantitative visual analysis, was used to track their practice, and student learning, in a variety of spatial layouts. Subsequent analysis identified broad trends within the data to identify those factors, spatial, subject or confounding teacher factors, which influenced student and teacher activities and behaviours. Importantly, it presented new evidence that works against the current, overt focus on contemporary spatial design. It suggests that greater emphasis on unpacking, and then developing, the mediating influence of teacher spatial competency (how, when and why one uses the given affordances of space for pedagogical gain) is required for any space to performance pedagogically.
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Gardiner, Tony. "II. The general advice in the Key Stage 3 programme of study." In Teaching Mathematics at Secondary Level, 7–76. Open Book Publishers, 2016. http://dx.doi.org/10.11647/obp.0071.02.
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Fleming, Jeffery S., and Shurron Farmer. "Secondary Education Mathematics and UDC Expectations." In Advances in Early Childhood and K-12 Education, 183–207. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7814-7.ch007.
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In this chapter, the authors wish to examine the alignment between Common Core mathematics standards and introductory mathematics courses at the University of the District of Columbia. In this study, the authors are not trying to determine the reasons students choose or not choose STEM-related fields as their majors; instead the authors are exploring the transition from secondary to post-secondary mathematics education by aligning the Common Core mathematics standards that have been the District of Columbia Public School (DCPS) system. The authors have observed from their teaching experiences that for many students, the transition from secondary to post-secondary mathematics has not been seamless. One factor that may cause a breakdown in this transition could be the misalignment between Common Core state standards mathematics content and the content of the introductory mathematics in the Division of Sciences and Mathematics at the University of the District of Columbia.
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Chapman, Olive, and Paulino Preciado Babb. "Prospective Secondary Mathematics Teachers´ Development of Knowledge of Modelling for Teaching." In Theory and Practice: An Interface or A Great Divide?, 84–89. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.17.
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Given the growing attention on modelling in school mathematics curriculum, prospective teachers are likely to need special help to develop a rich sense of mathematical modelling [MM] and effective classroom practices to support students’ development of MM competencies. This paper is based on a study involving the use of inquiry-based activities to engage prospective secondary mathematics teachers [PTs] in developing such knowledge of MM for teaching. Participants were students in a mathematics education course. Data sources included course work and field notes. We report findings related to the inquirybased activities and the learning they afforded in the participants’ understanding of specific components of problem-solving [PS] and MM knowledge for teaching and the relationship between them.
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Wan, Anna, and Jessica Ivy. "Adding a New Dimension to Teaching Mathematics Educators." In Handbook of Research on TPACK in the Digital Age, 390–412. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7001-1.ch018.
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Technology has the potential to transform the classroom, build access to new mathematical content, and provide access to students through unique representations. For this study, the authors considered the transformational promise of digital fabrication technology, specifically 3D printing, in a setting comprised of pre-service teachers. An introduction to digital fabrication session was implemented in a secondary mathematics methods course. Participants were assessed both prior to the experience and after, using an adapted TPACK developmental self-report survey to consider TPACK themes and subthemes. In this chapter, the authors describe ideas that emerged from narratives provided by participants, patterns of change noted from pre- to post-assessment, and three cases that emerged representing students who experienced the most positive changes, most negative changes, and least amount of change on self-perceived levels.
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Cox, Dana C., and Suzanne R. Harper. "Documenting a Developing Vision of Teaching Mathematics with Technology." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, 166–89. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch007.
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This chapter reports on a study of 39 Preservice Mathematics Teachers (PSMTs) enrolled in a course on mathematical problem solving with technology. Qualitative data were collected with the purpose of examining the extent to which the course was supporting the development of a vision of teaching with technology amongst secondary preservice mathematics teachers. Two findings are discussed. First, PSMTs developed a vision aligned with the vision provided by the National Council of Teachers of Mathematics Technology Principle. Second, PSMTs drew heavily on instructional experiences gained in the course to illustrate that emergent vision. The voices in this study challenge key assumptions that may be prevalent in current practice in the preparation of PSMTs.
Conference papers on the topic "Mathematics – Study and teaching (Secondary) – Zimbabwe"
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Abdullah, Abdul Halim, Bomi Shin, Umar Haiyat Abdul Kohar, Dayana Farzeeha Ali, Norazrena Abu Samah, and Zakiah Mohamad Ashari. "A Comparative Study of Teaching Problem-Solving in Mathematics Secondary Schools in Malaysia and South Korea." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9226011.
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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.
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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.
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Fonseca, Jaime. "Can We Reduce Students’ Negative Attitude Towards Math?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3089.
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This study concerns the teaching/leaming experience of Data Analysis at the Higher Institute of Social and Political Sciences (ISCSP), Technical University of Lisbon, first in Sociology course, and next in Social Communication course. In both cases, Data Analysis subject was teaching/leaming of the discipline of Mathematics and Statistics for the Social Sciences. This study aims to find the effect of the use of new technologies on teaching/leaming the Data Analysis subject, and, more than that, it wants to know if this use can reduce the effect of negative experiences when learning Mathematics. From the used dataset, based on a questionnaire, we first profiled students, based on Latent Class Models; then we concluded that the negative attitude toward Mathematics’ learning until the 9 year (compulsory) schooling, influenced their performances on the Quantitative Methods (QM) subject, at the secondary level, but the same did not happened with the Data Analysis’ performance at University.
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Andersone, Rudite, and Ineta Helmane. "Citizenship Education in the Mathematics Curriculum after the Reform of the Education Content in Latvia." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.002.
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Immense transformations occur in the modern society. Values, human rights, democracy, engagement in the life of the local community, school and the society at large are the content issues to be learnt at school which help to develop into responsible citizens of the country. The issues of citizenship education have been more extensively included both in the teaching/learning content and its implementation in all school subjects, including mathematics. Citizenship education is viewed in three aspects: knowledge about the society, skills to form relations with other people, to establish a safe and supporting environment, to follow rules and norms, attitudes to responsibilities and rights. Mathematics as a school subject is a sphere that has been little researched regarding its content and learning strategies in the aspect of citizenship education. The aim of the study is to explore and assess what changes have taken place after the education content reform in the mathematics curriculum in citizenship education. The data in the qualitative study have been obtained employing documentary research. Three criteria with respective indicators have been chosen for the analysis of the mathematics curriculum: civic knowledge, civic skills, civic values and attitudes. The study analyses two curricula of teaching/learning mathematics that are effective in Latvia for basic school (Grades 1–9) and secondary school (Grades 10–12). The results of the analyses are represented in the comparison showing the data obtained in 2013 and data obtained in 2020. The mathematics curriculum has extensively incorporated skills for learning selfrespect and respect for others, developing the capacity to engage with each other, to contribute to a safe environment, as well as the skills to offer the opportunity to experiment practically with democratic principles, working alone, in small and bigger groups, listening to classmates’ opinions and giving arguments for their opinion. The innovation in the new mathematics curriculum is the inclusion of the transversal skills in the learning outcomes, including the civic participation.
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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Wong, Kaufui V., Baochan D. Do, and William Hagen. "Math and Science Education Comparisons Between the United States and the Rest of the World." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67317.
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At the end of secondary education, the students of the United States are behind most advanced countries in science and mathematics. The main problem lies in the fact that the United States education system does not have a clear focus in their teaching of math and science through primary and secondary schools. According to the United States Department of Education, only 22 of the 50 states in the U.S. require that three years of math and science be taught in order to graduate from high school. This puts students of the United States at a disadvantage against the rest of the competitors on the global marketplace. This lack of uniformity in the United States is the reason that high school graduates are behind other developed countries in their math and science scores and subsequently less Americans are graduating from universities in the sciences. These facts could contribute detrimentally to the economic progress in the United States. To remedy this lack of American scientists and engineers, the United States needs to have a comprehensive system to encourage the study of math and science from primary school all the way to implementation in the economic marketplace.
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Brezavšček, Alenka, Gregor Rus, and Anja Žnidaršič. "Poučevanje matematike v živo in na daljavo – primerjava dosežkov študentov na kolokvijih." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.8.
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t The paper describes the results of the case-study where the students’ outcomes in the mathematics midterm exams were compared regarding the type of the teaching method used during the course: in-class or online. In the analyses, various factors such as prior knowledge of math from secondary school, engagement in learning activities, and success in e-lessons were taken into account. The results of the case study could not confirm any significant difference in average outcomes of both groups of students. We can therefore conclude that the type of the teaching method (in-class or online), as well as the method of knowledge examination, have no significant impact on students’ outcome. Furthermore, the results also showed that the students who took the course online expressed a higher level of engagement in comparison to those who participated in class. Their greater engagement in learning activities can be explained through the fact that the online course took place during lock-down due to COVID-19 pandemic in Slovenia. Namely, the strong lock-down measures disable the students to perform various extracurricular activities, which can result in their stronger motivation to perform study activities on a regular basis.