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Journal articles on the topic 'Mathematics Study and teaching South Australia'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Attard, Catherine. "Transition from Primary to Secondary School Mathematics: Students’ Perceptions." Southeast Asian Mathematics Education Journal 2, no. 1 (November 30, 2012): 31–43. http://dx.doi.org/10.46517/seamej.v2i1.16.

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During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicat

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2

Nillsen, R. "Can the love of learning be taught?" Journal of University Teaching and Learning Practice 1, no. 1 (January 1, 2004): 4–13. http://dx.doi.org/10.53761/1.1.1.2.

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This paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered in the paper include the capacity of all to learn, the distinction between learning as understanding and learning as information, the interaction between the communication and content of ideas, the tension between perception and content in communication between persons, and the human functions of a love of learning. In teaching, the creation of a fear-free env

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Thalluri, Jyothi, and Joy Penman. "Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." Issues in Informing Science and Information Technology 16 (2019): 197–210. http://dx.doi.org/10.28945/4297.

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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 i

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Bailey, Anthony. "Offshore teaching practice in the Australia-Pacific Technical College: A case study in the South Pacific." International Journal of Training Research 9, no. 1-2 (April 2011): 164–78. http://dx.doi.org/10.5172/ijtr.9.1-2.164.

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Putri, Ayu Aprilia, and Suparno. "Recognize Geometry Shapes through Computer Learning in Early Math Skills." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 43–57. http://dx.doi.org/10.21009/jpud.141.04.

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   One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include menti

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Baird, Craig, and Kerry Pedigo. "An Evolving Teaching Methodology: An Integrated Approach To Teaching Multi-Disciplinary Classes." Journal of Business Case Studies (JBCS) 1, no. 3 (July 7, 2011): 9. http://dx.doi.org/10.19030/jbcs.v1i3.4922.

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This paper discusses an approach to teaching and learning in multi-disciplinary university settings using case study based scenarios presented using films as a key teaching methodology. The production of four films (The Video store, Perception Airlines, Tranquil Whispers, and Middleton) over an eight year period was an iterative process through which the use of film-based case study scenarios was refined as a teaching tool to integrate student learning across multiple disciplines in a business school. Each of the four films was designed to enhance first year university students understanding o

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Ellerton, N. F., and M. A. Clements. "Reshaping School Mathematics in Australia 1788–1988." Australian Journal of Education 32, no. 3 (November 1988): 387–405. http://dx.doi.org/10.1177/000494418803200310.

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An examination of nineteenth and early twentieth century events reveals the origins of the following three traditions of school mathematics in Australia: 1. Many groups in society will not benefit from having access to any branch of mathematics other than elementary arithmetic. Such groups include females, working-class children, and Aboriginal and other children whose cultures differ from the dominant Anglo-Saxon culture. 2. The main purpose of school mathematics is to prepare students for tertiary courses. 3. Rote teaching and learning procedures associated with rigidly defined courses of st

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Walker, Kim. "The Teaching and Learning of Environmental Education in N.S.W. Primary Schools: A Case Study." Australian Journal of Environmental Education 11 (1995): 121–29. http://dx.doi.org/10.1017/s0814062600003013.

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The aim of the doctoral study outlined in this paper is to contribute to the improvement of teaching and learning of environmental education. The significance of environmental education as a strategy to address environmental problems has been documented widely in Australia and overseas. This study shows that as a strategy to solve such problems its success so far has been questionable.The study assumes that there is a problem in the teaching and learning of environmental education and that the policy document, Environmental Education Curriculum Statement K-12 (New South Wales Department of Edu

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Cohrssen, Caroline, Collette Tayler, and Dan Cloney. "Playing with maths: implications for early childhood mathematics teaching from an implementation study in Melbourne, Australia." Education 3-13 43, no. 6 (January 8, 2014): 641–52. http://dx.doi.org/10.1080/03004279.2013.848916.

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Wikholm, Miikka, and Juli-Anna Aerila. "Teaching mathematics with children’s literature in Finland." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 253. http://dx.doi.org/10.18844/ijlt.v8i4.1187.

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The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries, Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics

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Jolly, ID, GR Walker, and KA Narayan. "Floodwater recharge processes in the Chowilla Anabranch system, South Australia." Soil Research 32, no. 3 (1994): 417. http://dx.doi.org/10.1071/sr9940417.

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We report the results of a study into the interaction between floodwaters and an unconfined alluvial aquifer in the Chowilla anabranch system of the River Murray during a large flood. Data on watertable elevation, groundwater chemistry and unsaturated zone salt storage were collected before, during and after a flood in 1990 which inundated all but the very highest points of the floodplain. These data, combined with analytical modelling of the watertable behaviour throughout the flood, led us to conclude that diffuse vertical recharge of floodwater to the unsaturated zone is of little importanc

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Zhong, Yong, and Francis R. Low. "Multiple instructions in communicative language teaching." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 250–67. http://dx.doi.org/10.1075/aralss.12.15zho.

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Abstract Chinese language teaching in Australia is characterised by the communicative approach emphasising interactive activities like role-plays. However, we observed that communicative learning is not always practised to the desired extent. Based on Strauss and Corbin’s (1990) grounded theory model of qualitative research methodology, an investigation involving seventeen upper level students at the University of New South Wales (UNSW) was undertaken to identify obstacles impeding communicative learning. One of the major problems identified in the present study is the use of multiple instruct

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Mothobi, Neo, Linda Van Ryneveld, and Marien A. Graham. "A Cross-Country Comparison of Mathematics Teachers' Beliefs About Technology in Education." International Journal of Information and Communication Technology Education 17, no. 4 (October 2021): 1–13. http://dx.doi.org/10.4018/ijicte.20211001.oa13.

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The purpose of this study was to determine how South African learners compared with their selected international counterparts according to their teachers’ views. The analysis was based on predictor variables that are related to the use of computer activities in teaching and learning. These variables were extracted from the 2011 Trends in Mathematics and Science Study teachers’ datasets and linked to the learners’ data. The results revealed that regardless of the socio-economic status between South Africa and each of the countries, it could be claimed that some similarities can be fostered. Sim

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Haimes, David H. "The Implementation of a “Function” Approach to Introductory Algebra: A Case Study of Teacher Cognitions, Teacher Actions, and the Intended Curriculum." Journal for Research in Mathematics Education 27, no. 5 (November 1996): 582–602. http://dx.doi.org/10.5951/jresematheduc.27.5.0582.

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This article reports a case study set in the context of a “function” curriculum approach to introductory algebra and involving a teacher and her ninth-grade class in a high school in Western Australia. The expectation that the teacher's actions would reflect the teaching philosophy implied in the curriculum was not supported by the study's findings. Instead, the teacher gave priority to curriculum content coverage, emphasized methods and procedures, and adopted teacher-focused pedagogical practices.

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Chirinda, Brantina, Mdutshekelwa Ndlovu, and Erica Spangenberg. "Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage." Education Sciences 11, no. 4 (April 8, 2021): 177. http://dx.doi.org/10.3390/educsci11040177.

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The COVID-19 global pandemic widely affected education across the world and engendered unprecedented scenarios that required expeditious responses. In South Africa, the pandemic came on top of pre-existing inequalities in the education system. Using a qualitative research method of exploratory and descriptive nature, this study engaged a social justice framework to explore the teaching and learning of mathematics during the COVID-19 lockdown in a context of historical disadvantage. A sample of twenty-three Grade 12 mathematics teachers at various public secondary schools in Gauteng, South Afri

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Ferry, Brian. "Enhancing Environmental Experiences through Effective Partnerships among Teacher Educators, Field Study Centers, and Schools." Journal of Experiential Education 18, no. 3 (December 1995): 133–37. http://dx.doi.org/10.1177/105382599501800304.

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Few teacher educators would dispute that preservice teachers benefit from active participation in planning, implementing, and evaluating experiential learning activities in natural environments. Such experiences help them to understand how environmental education can be successfully woven into a teaching program rather than just an added “frill” presented in isolation. However, it is difficult to find efficient ways of organising these experiences in tertiary institutions. This paper discusses a partnership formed among teacher educators, schools, and field study centers in New South Wales, Au

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Cai, Jinfa. "What is effective mathematics teaching? A study of teachers from Australia, Mainland China, Hong Kong SAR, and the United States." ZDM 39, no. 4 (June 7, 2007): 265–70. http://dx.doi.org/10.1007/s11858-007-0029-0.

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Ubah, Ifunanya Julie Adaobi, and Sarah Bansilal. "PRE-SERVICE MATHEMATICS TEACHERS’ KNOWLEDGE OF MATHEMATICS FOR TEACHING: QUADRATIC FUNCTIONS." Problems of Education in the 21st Century 76, no. 6 (December 18, 2018): 847–63. http://dx.doi.org/10.33225/pec/18.76.847.

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Many researchers and education stakeholders in South Africa point to the need to develop teachers' personal knowledge of the mathematics concepts that they teach to their learners. In this research study we explore the understanding of 42 pre-service mathematics teachers of one aspect of school level mathematics, that of quadratic functions. Data were generated from the written responses to an assessment as well as semi-structured interviews. The purpose was to explore the methods used by pre-service mathematics teachers to derive a symbolic equation for a quadratic function expressed in graph

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Mbhiza, Hlamulo. "Witchcraft and Mathematics Learning in South African Rural Schools." Interdisciplinary Journal of Education Research 3, no. 1 (March 9, 2021): 27–36. http://dx.doi.org/10.51986/ijer-2021.vol3.01.03.

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In South Africa, there is no adequate research that explored mathematics learning and teaching within rural schools and classrooms. Various literature posits that mathematics education research has virtually over-concentrated on urban and township schools and consistently ignored rural contexts and schools. Arguments exist that rural education and rural education research have been understudied in South Africa. Presumably, this would include mathematics education research as well. This paper explores the relationship between witchcraft beliefs, which is considered as an entrenched cultural phe

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Human, Piet. "Learning via problem solving in mathematics education." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (September 7, 2009): 303–18. http://dx.doi.org/10.4102/satnt.v28i4.68.

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Three forms of mathematics education at school level are distinguished: direct expository teaching with an emphasis on procedures, with the expectation that learners will at some later stage make logical and functional sense of what they have learnt and practised (the prevalent form), mathematically rigorous teaching in terms of fundamental mathematical concepts, as in the so-called “modern mathematics” programmes of the sixties, teaching and learning in the context of engaging with meaningful problems and focused both on learning to become good problem solvers (teaching for problem solving) a

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UMUGIRANEZA, ODETTE, SARAH BANSILAL, and DELIA NORTH. "EXAMINING TEACHERS’ PERCEPTIONS ABOUT IMPROVING THE TEACHING AND LEARNING OF MATHEMATICS AND STATISTICS." STATISTICS EDUCATION RESEARCH JOURNAL 17, no. 2 (November 30, 2018): 239–54. http://dx.doi.org/10.52041/serj.v17i2.168.

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The purpose of this paper is to examine South African teachers’ suggestions for improving the teaching and learning of mathematics and statistics, as well as exploring relationships between certain demographic factors and the number and types of strategies suggested by teachers. The study was conducted with 75 South African mathematics teachers. We asked them to respond to closed- and open-ended questions regarding their strategies and plans about how they intend to improve the teaching and learning of mathematics and statistics. The findings revealed that teachers were most concerned with imp

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Choy, Ban Heng, Mi Yeon Lee, and Angel Mizzi. "Insights into the Teaching of Gradient from an Exploratory Study of Mathematics Textbooks from Germany, Singapore, and South Korea." International Electronic Journal of Mathematics Education 15, no. 3 (May 14, 2020): em0592. http://dx.doi.org/10.29333/iejme/8273.

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Rodger, D., A. Skuse, M. Wilmore, S. Humphreys, J. Dalton, M. Flabouris, and V. L. Clifton. "Pregnant women’s use of information and communications technologies to access pregnancy-related health information in South Australia." Australian Journal of Primary Health 19, no. 4 (2013): 308. http://dx.doi.org/10.1071/py13029.

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This paper examines how pregnant women living in South Australia use information and communication technologies (ICTs), principally Internet and mobile phones, to access pregnancy-related information. It draws on 35 semistructured interviews conducted as part of the ‘Health-e Baby’ project, a qualitative study designed to assess the information needs and ICT preferences of pregnant women cared for at a South Australian metropolitan teaching hospital. Our research shows that although ICTs offer exciting possibilities for health promotion and the potential for new forms of communication, network

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Campbell, L. H., and P. G. Taylor. "Renfrey Burnard Potts 1925–2005." Historical Records of Australian Science 25, no. 2 (2014): 291. http://dx.doi.org/10.1071/hr14019.

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Ren Potts was an Australian applied mathematician whose early work in statistical mechanics later became influential: the ‘Potts Model' became his most cited work. As Professor of Applied Mathematics at the University of Adelaide for thirty years, he built up an excellent Department of Mathematics and had a major influence on the development of Applied Mathematics in Australia. His work in transportation science and operations research is well known. Ren Potts was a gifted teacher and an inspiring research leader. He was an early advocate of close co-operation between academia and industry, wa

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Awofala, Adeneye Olarewaju, Abisola Olusola Lawani, and Chidinma O. Oraegbunam. "A factor analytic structure of the conceptions of mathematics scale among pre-service mathematics teachers in South-West Nigeria." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 1 (February 28, 2020): 94–104. http://dx.doi.org/10.23917/jramathedu.v5i1.9491.

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An exploration of factor analytic structure of the conceptions of mathematics scale among pre-service mathematics teachers in South-West Nigeria was conducted as evidence suggests paucity of research on psychometric properties of the conceptions of mathematics scale in Nigeria.This article through instrumentation research methodology reports the reliability and validity of the Conceptions of Mathematics Scale based on the responses of 228 pre-service mathematics teachers from five public universities in South-West Nigeria. The reliability assessed as internal consistency produced a Cronbach al

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Mdluli, Manono. "The use of workbooks in South African grade 3 mathematics classrooms." South African Journal of Childhood Education 4, no. 1 (July 1, 2014): 15. http://dx.doi.org/10.4102/sajce.v4i1.118.

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The poor performance of South African learners on national and international benchmark tests in mathematics and literacy has prompted the South African Department of Basic Education (DBE) to devise intervention strategies, one of which is the provision of workbooks for learners. This paper is based on a case study of six Grade 3 teachers’ use of DBE workbooks. Data from classroom observations and interviews are reported and analyzed in relation to literature on mathematical and pedagogical resources. The key finding is that teachers use the workbooks in disparate ways as a resource and that th

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Kelly, Peter, and Hans-Georg Kotthoff. "Comparing episodes of mathematics teaching for higher achievers in England and Germany." Research in Comparative and International Education 11, no. 4 (December 2016): 394–405. http://dx.doi.org/10.1177/1745499916679572.

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To illustrate similarities and differences in lower secondary level mathematics teaching with higher achievers and thereby explore privileging processes, we contrast a teaching episode in Baden-Württemberg, Germany with one in South West England. These have been selected from a larger study as typical within each region for higher achieving students in the school year in which they become 12 years old. These episodes reflect the dominant discourses and recent policy initiatives in each country. Descriptions of the episodes are linked to wider debates about the ways education practices benefit

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Octizasari, Ginta, and Saleh Haji. "Ethnomatematics of South Bengkulu in Mathematical Learning Community." International Journal of Trends in Mathematics Education Research 2, no. 2 (April 30, 2019): 81. http://dx.doi.org/10.33122/ijtmer.v2i2.111.

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The purpose of this study was to Determine the implications of the results of this study on learning mathematics. The research of data were Obtained from observations, interviews with traditional South Bengkulu cake sellers, and interviews with mathematics teachers. The results Showed that various research activities Showed that the elements of mathematics in cultured activities could be implicated in mathematics learning items, namely looking for Certain patterns to Determine the elements in the circle and activities by using cultured Contexts students could find concepts in finding the circl

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Carter, Margaret Anne, and Carmel Ellis. "Work ‘with’ me: Learning Prosocial Behaviours." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 106–14. http://dx.doi.org/10.1177/183693911604100413.

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THIS ARTICLE REPORTS RESEARCH findings from a descriptive study, identifying the perceptions of 33 staff in one early childhood Montessori centre in south-east Queensland, Australia. The authors report on the instructional practices associated with young children learning prosocial behaviours in this centre. Social understanding and skill acquisition communicated with authoritative practices were ranked favourably, compared with punitive practices of ordering and bribing children to behave. Engaging in respectful limit setting involving teaching children baseline social rules was preferred ove

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Fajardo, Michael A., Laura Hudswell, Shirley Lu, Ryan M. Saunderson, and Harriet Hulme. "First-year school counsellor in training professional experience in NSW: A qualitative study." Journal of Psychologists and Counsellors in Schools 30, no. 2 (June 4, 2020): 264–74. http://dx.doi.org/10.1017/jgc.2019.24.

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AbstractThe professional experience of school counsellors in training in Australia is subject to different supervisor-supervisee relationships and school settings. The current study explored the first-year New South Wales school counsellor in training professional experience via an adapted qualitative content and framework analysis approach. Participants were students undertaking their first professional experience as part of the Master of Teaching (School Counselling) at the University of Sydney. The most common descriptive reflections explored professional psychological learning, followed by

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Mbhiza, Hlamulo. "Rural Teachers’ Teaching of Algebraic Functions Through a Commognitive Lens." Interdisciplinary Journal of Rural and Community Studies 3, no. 1 (March 24, 2021): 10–20. http://dx.doi.org/10.51986/ijrcs-2021.vol3.01.02.

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Rural contexts and their schools have continuously been overlooked by researchers of mathematics education in South Africa. This is despite the assumption that the educational landscape may vary markedly in rural areas compared to urban and township areas which have been solely researched in the post-apartheid dispensation. To address the dearth of mathematics education research located within South Africa's rural contexts, the study explored five Grade 10 rural mathematics teachers' discourses and approaches of teaching algebraic functions with five teachers from five different school sites.

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GIESBRECHT, J. "AN EMPIRICAL STUDY OF THE PROBABILITY DENSITY FUNCTION OF HF NOISE (PART II)." Fluctuation and Noise Letters 08, no. 03n04 (December 2008): L305—L314. http://dx.doi.org/10.1142/s0219477508005008.

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The impetus for investigating the probability density function of high-frequency (HF) noise arises from the requirement for a better noise model for automatic modulation recognition techniques. Many current modulation recognition methods still assume Gaussian noise models for the transmission medium. For HF communications this can be an incorrect assumption. Whereas a previous investigation [1] focuses on the noise density function in an urban area of Adelaide Australia, this work studies the noise density function in a remote country location east of Adelaide near Swan Reach, South Australia.

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Kuhne, Cally. "A learning pathway for whole numbers that informs mathematics teaching in the early years." South African Journal of Childhood Education 3, no. 2 (December 30, 2013): 19. http://dx.doi.org/10.4102/sajce.v3i2.42.

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This paper reports on the development of a Learning Pathway for Number (LPN) with the aim of facilitating the teaching and learning of whole number in the early primary grades (Grades R – 4) within the South African educational context. The development of the LPN was based on the Dutch Learning/Teaching Trajectory for Whole Number (Van den Heuvel-Panhuizen, 2001). This paper describes a case study that presents the development of the LPN with three teacher groups (teachers from a school improvement project, teachers from high-performing schools and pre-service student teachers). The LPN is a c

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Embong, Abdul Rahman. "Democracy, Human Rights, and Civil Society in South East Asia." Canadian Journal of Political Science 37, no. 4 (December 2004): 1050–51. http://dx.doi.org/10.1017/s0008423904390219.

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Democracy, Human Rights, and Civil Society in South East Asia, Amitav Acharya, B.M. Frolic and Richard Stubbs, eds., Toronto: Joint Centre for Asia Pacific Studies, 2001, pp. 208This is an important volume on the hotly debated topic of democracy, human rights and civil society in South East Asia, a region that has witnessed a confrontation between the old order of authoritarian regimes and strong states on one hand, and the new democratic forces embedded in an emerging civil society, on the other. The focus of the book is on the evolution of debates about democracy and human rights during the

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Hadley, Fay, and Elizabeth Rouse. "The family–centre partnership disconnect: Creating reciprocity." Contemporary Issues in Early Childhood 19, no. 1 (March 2018): 48–62. http://dx.doi.org/10.1177/1463949118762148.

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The purpose of this article is to examine the disconnect happening in relation to family–centre partnerships. Developing partnerships with families is hotly debated and provides challenges for educators teaching in the early childhood sector. Using a comparative case study analysis, several research studies conducted in the states of New South Wales and Victoria, Australia, are examined to illustrate these disconnects. These issues are examined within Belonging, Being and Becoming: The Early Years Learning Framework for Australia, a national framework that is common to all programs across Aust

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Wilson, Annabelle M., Kaye Mehta, Jacqueline Miller, Alison Yaxley, Jolene Thomas, Kathryn Jackson, Amanda Wray, and Michelle D. Miller. "Review of Indigenous Health Curriculum in Nutrition and Dietetics at One Australian University: An Action Research Study." Australian Journal of Indigenous Education 44, no. 1 (May 20, 2015): 106–20. http://dx.doi.org/10.1017/jie.2015.4.

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This article describes a review undertaken in 2012–2013 by Nutrition and Dietetics, Flinders University, to assess the Indigenous health curriculum of the Bachelor of Nutrition and Dietetics (BND) and Masters of Nutrition and Dietetics (MND). An action research framework was used to guide and inform inquiry. This involved four stages, each of which provided information to reach a final decision about how to progress forward. First, relevant information was collected to present to stakeholders. This included identification of acknowledged curriculum frameworks, a review of other accredited nutr

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McLay, Katherine Frances, and Vicente Chua Reyes Jr. "Problematising technology and teaching reforms: Australian and Singapore perspectives." International Journal of Comparative Education and Development 21, no. 4 (October 31, 2019): 277–94. http://dx.doi.org/10.1108/ijced-10-2018-0045.

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Purpose The purpose of this paper is to compare and problematise technology and teaching reform initiatives in Australia and Singapore, demonstrating the importance of adopting a critical stance towards technology-rich education reform. In the Australian context, the tensions and challenges of the Digital Education Revolution and the Teaching Teachers for the Future programme are illustrated. In the Singapore context, the implications of the ways in which teachers exercise their agency over technological imperatives are examined. Design/methodology/approach The first section of the paper draws

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O’Neill, Fiona, Jonathan Crichton, and Angela Scarino. "Developing intercultural learning capabilities." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (July 15, 2019): 125–45. http://dx.doi.org/10.1075/aral.00021.one.

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Abstract This paper reports on a semester-long study that explored the experience of a group of local and international students from multiple disciplines, and their teachers, in a core Intercultural Communication undergraduate course of 550 students in which there is an orientation to learning, teaching and assessment that seeks to develop students’ intercultural learning capabilities. To capture the experience of learning, teaching and assessment in a highly diverse Australian university, data were collected over the life cycle of the course. The research design was ethnographic and collabor

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Tap, William D., David K. Mtetwa, and Joseph C. Vere. "Humour-Supported Instructional Approach: A Method for Generating and Maintaining Interest in Mathematics for Secondary School Students in South Sudan Re-settled Communities." Journal of Education and Training Studies 8, no. 8 (July 23, 2020): 55. http://dx.doi.org/10.11114/jets.v8i8.4943.

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This article reports the findings from the main study that investigated relative effects of an instructional approach aimed at generating and maintaining interest in mathematics for secondary school students living in South Sudan’s displaced and re-settled communities. The study compared interest-generating effects of two different instructional approaches on two groups of Grade 11 students over a twelve-week period. While the Humour-supported Instructional Approach (H-SIA) was applied to the experimental group (E-group; n = 53), the control group (C-group; n = 59) was taught using Regular Ins

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Nemrawi, Ziad M., and Amjad M. Zraiqat. "The Efficiency of Professional Development Programs based on Social Constructivism in Improving Teaching Practices of Mathematics Teachers in Jordan." Journal of Educational and Psychological Studies [JEPS] 14, no. 2 (April 30, 2020): 342. http://dx.doi.org/10.24200/jeps.vol14iss2pp342-361.

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The purpose of this study was to investigate the efficiency of professional development programs based on social constructivism in improving the teaching practices of mathematics teachers. The research team developed a training program based on social constructivism in teacher education. The participants of this program included nine mathematics teachers from the Um Al-Basateen school district located in the south of the capital city, Amman. Data was collected before and after the program and certain tools of qualitative research were employed in the study. These tools included observation, in

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Veblen, Kari K., Nathan B. Kruse, Stephen J. Messenger, and Meredith Letain. "Children’s clapping games on the virtual playground." International Journal of Music Education 36, no. 4 (May 14, 2018): 547–59. http://dx.doi.org/10.1177/0255761418772865.

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This study considers children’s informal musicking and online music teaching, learning, playing, and invention through an analysis of children’s clapping games on YouTube. We examined a body of 184 games from 103 separate YouTube postings drawn from North America, Central and South America, Europe, Africa, Asia, Australia, and New Zealand. Selected videos were analyzed according to video characteristics, participant attributes, purpose, and teaching and learning aspects. The results of this investigation indicated that pairs of little girls aged 3 to 12 constituted a majority of the participan

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Baimakhan, Nursaule, and Raskul Ibragimov. "Features of applying Maple in school mathematics course." ОҚМПУ ХАБАРШЫСЫ – ВЕСТНИК ЮКГПУ 26, no. 4 (2020): 82–91. http://dx.doi.org/10.47751/skspu-1937-0020.

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This article discusses the features of using the Maple package in a school math course. The school mathematics course consists of basic mathematical concepts, ideas and principles. The scientific nature of the course content and the abstract nature of the topics studied make this course difficult to study in the classroom. The current situation with the coronavirus pandemic has completely eliminated full-time education and made distance education more relevant. The share of independent work of students has increased significantly. This negatively affects the ability to read and understand very

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Zuze, Tia Linda, and Andrea Juan. "School leadership and local learning contexts in South Africa." Educational Management Administration & Leadership 48, no. 3 (November 27, 2018): 459–77. http://dx.doi.org/10.1177/1741143218814006.

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International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent diff

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Singh-Pillay, Asheena, and Jayaluxmi Naidoo. "CONTEXT MATTERS: SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION LECTURERS’ REFLECTIONS ON ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC." Responding to Covid-19: the integration of online teaching and learning in STEM education 19, no. 6A (December 25, 2020): 1125–36. http://dx.doi.org/10.33225/jbse/20.19.1125.

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To limit the spread of the COVID-19 virus conditions of lockdown were enforced by countries globally. Universities and schools revised the mode of delivery from contact teaching to online teaching and learning. This qualitative research was conducted at one university in South Africa and explored STEM discipline lecturers’ reflections on the use of online technologies and the factors which enable or constrain online teaching and learning. Three lecturers from STEM disciplines involved in online teaching were purposively selected to participate in this study. Data were generated via semi-struct

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Inchaustegui, Yeni Acosta, and Ángel Alsina. "Learning patterns at three years old: Contributions of a learning trajectory and teaching itinerary." Australasian Journal of Early Childhood 45, no. 1 (January 2, 2020): 14–29. http://dx.doi.org/10.1177/1836939119885310.

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The mathematics curricula of countries such as the United States, Singapore, Australia and New Zealand have started to incorporate the teaching of algebra in early childhood education. From this perspective, our study has two objectives: (a) to design a learning trajectory and teaching itinerary introducing patterns for children between the ages of three and four years old; and (b) to apply the previously validated learning trajectory and teaching itinerary to a group of 24 children between three and four years old from Spain. The results obtained through a design-based research methodology in

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Aunio, Pirjo, Riikka Mononen, Lara Ragpot, and Minna Törmänen. "Early numeracy performance of South African school beginners." South African Journal of Childhood Education 6, no. 1 (December 15, 2016): 8. http://dx.doi.org/10.4102/sajce.v6i1.496.

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Early numeracy skills are highly relevant for children’s mathematics learning at school, especially in the initial years when much mathematics learning relies on early numeracy competence. The aim of this study was to investigate the level of early numeracy skills in a sample of South African children in the first months of formal schooling. In this cross- sectional study, there were 443 first graders (206 girls and 237 boys) from Gauteng Province schools. The mean age of the children was 81.61 months (6 years 10 months) (SD 5.40 months). Their early numeracy skills were measured with the Thin

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Olawale, Babawande Emmanuel, Vusi Mncube, and Clive Harber. "Critical Social Pedagogy in Mathematics Teacher Education." International Journal of Higher Education 10, no. 6 (June 16, 2021): 93. http://dx.doi.org/10.5430/ijhe.v10n6p93.

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There is no how-to recipe for implementing pedagogical approaches, as each school, learner and teacher has a unique perception of the nature of critical mathematics education. It is therefore the duty of educators and school administrators to cultivate critical teaching and learning experiences that can connect the standardised school curriculum to the reality of learners’ everyday lives. As such, this study investigated the pedagogical approaches which mathematics teacher educators employed in the development of democratic citizens in South African universities. Underpinned by the constructiv

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Siti Syarah, Erie, Ilza Mayuni, and Nurbiana Dhieni. "Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 201–14. http://dx.doi.org/10.21009/jpud.142.01.

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Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collectio

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Dmitrijeva, Marija, Andrew V. Metcalfe, Cristiana L. Ciobanu, Nigel J. Cook, Max Frenzel, William M. Keyser, Geoff Johnson, and Kathy Ehrig. "Discrimination and Variance Structure of Trace Element Signatures in Fe-Oxides: A Case Study of BIF-Mineralisation from the Middleback Ranges, South Australia." Mathematical Geosciences 50, no. 4 (April 3, 2018): 381–415. http://dx.doi.org/10.1007/s11004-018-9734-1.

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Roberts, Nicky, and Hamsa Venkat. "Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson." South African Journal of Childhood Education 6, no. 1 (July 29, 2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.377.

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<p>In this article, Mason’s ‘discipline of noticing’ is used to theorise a reflective process for changing mathematics teaching in a challenging context. The methodological approach was guided by critical reflective processes that produced, firstly, a descriptive ‘account-of’ an unsuccessful mathematics lesson, followed by layers of analyses drawing on theory and literature that guided our development of ‘accounts-for’ the classroom interactions. This example of a South African teacher-researcher’s self-study on disruptive learner behaviour in her Foundation Phase mathematics class is us

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