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Journal articles on the topic 'TAKS Mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Martinez, Rosa Maria, John R. Slate, and Cynthia Martinez-Garcia. "English Language Learner Boys and Girls Reading and Math Achievement as a Function of Early-Exit and Late-Exit Bilingual Programs: A Multiyear, Statewide Analysis." Education Research International 2014 (2014): 1–10. http://dx.doi.org/10.1155/2014/508459.

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We examined the reading and math performance of English Language Learner boys and girls in Grades 3, 4, 5, and 6 as a function of early-exit or late-exit transitional bilingual education program. Texas Assessment of Knowledge and Skills Reading and Mathematics scores of all English Language Learner boys and girls who were enrolled in either early-exit or late-exit bilingual education programs were analyzed for the 2008-2009, 2009-2010, and 2010-2011 school years. Results were not consistent across reading and math, across the 4 grade levels, and across the 3 school years. On the TAKS Reading t

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POLAT, Semra, and Yüksel DEDE. "Matematik Öğretmenlerinin Matematiksel Görev Oluşturma Durumlarının İncelenmesi." Gazi Journal of Education Sciences 6, no. 2 (2020): 210–39. http://dx.doi.org/10.30855/gjes.2020.06.02.003.

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Wang, Xiao Gang. "Significance of Mathematization of Philosophical Problems from the Angle of Broadspectrum Philosophy." Advanced Materials Research 433-440 (January 2012): 6315–18. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.6315.

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Whether philosophy can realize mathematization has long been controversial. As the mathematics develops a nonquantative branch- structural mathematics, however, mathematization of philosophy has a turnaround. Broadspectrum philosophy which makes use of structural mathematics has established a generally applicable as well as precise mathematical model for many philosophical problems, giving a positive answer to whether the philosophy can be mathematized. Mathematizaiton of philosophy allows more accurate and clear distinction of people’s expression in meaning, gives ideas the visible characteri

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Jaqua, Kathy M. C. "Mathematical Selfies: Students' Real-World Mathematics." Mathematics Teacher 111, no. 1 (2017): 54–59. http://dx.doi.org/10.5951/mathteacher.111.1.0054.

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Columba, Lynn. "You take the cake." Teaching Children Mathematics 19, no. 1 (2012): 18–19. http://dx.doi.org/10.5951/teacchilmath.19.1.0018.

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These themed-based problems tempt us to dive into the sweetness of problem-solving mathematics throughout the grade levels. Enjoy exploring, problem solving, patterning, data collection, and data analysis to lead your students to the recipe for mathematical success.

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Bicer, Ali. "A Systematic Literature Review: Discipline-Specific and General Instructional Practices Fostering the Mathematical Creativity of Students." International Journal of Education in Mathematics, Science and Technology 9, no. 2 (2021): 252–81. http://dx.doi.org/10.46328/ijemst.1254.

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The purpose of this systematic review is to reveal the research findings that suggest instructional practices to foster the creativity of students in mathematics. Although several studies have investigated the effects of various instructional practices influencing the mathematical creativity of students, little is known about how the findings of this collective body of research contribute to the understanding of what instructional practices should be integrated into a mathematic classroom to further foster the mathematical creativity of students. In this systematic review, the knowledge of ins

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Windle, Tara. "Short Takes: Another Good Idea: Pasta Symmetry." Mathematics Teaching in the Middle School 12, no. 9 (2007): 516–17. http://dx.doi.org/10.5951/mtms.12.9.0516.

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Students enjoy the chance to be creative, especially those in the middle grades. Teachers can channel that creative energy into an authentic assessment tool that students will love. Principles and Standards for School Mathematics states that students in middle school are expected to “apply transformations and use symmetry to analyze mathematical situations” (p. 232). Our students have also been challenged to “recognize and apply mathematics in contexts outside of mathematics” (p. 274) and to “create and use representations to organize, record, and communicate mathematical ideas” (p. 280). Usin

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Lilienthal, Kimberly M. "Take flight with mathematics." Teaching Children Mathematics 19, no. 9 (2013): 546–47. http://dx.doi.org/10.5951/teacchilmath.19.9.0546.

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Exploring airport traffic, usage, hours of operation, and security statistics are all ways to model and bring relevance to math. Students soar while exploring the mathematics of aircraft: dimensions, cargo, fuel, and passenger capacity. Comparing two airports or aircraft would be valuable ways to extend their mathematical journey.

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Aspinwall, Leslie, and Julie S. Aspinwall. "Take Time for Action: Investigating Mathematical Thinking Using Open Writing Prompts." Mathematics Teaching in the Middle School 8, no. 7 (2003): 350–53. http://dx.doi.org/10.5951/mtms.8.7.0350.

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Students' responses to writing prompts focused on mathematics concepts and terminology can provide teachers with information about students' development in both affective and cognitive domains. By the time they enter fifth grade, children have established beliefs about mathematics. They may also deepen their mathematical understanding as they attempt to express their thoughts and ideas in their own developing mathematical language.

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Strutchens, Marilyn E. "Take Time for Action: Data Collection: Getting to Know Your Students' Attitudes." Mathematics Teaching in the Middle School 4, no. 6 (1999): 382–84. http://dx.doi.org/10.5951/mtms.4.6.0382.

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DO YOUR STUDENTS LIKE MATHEmatics? Are they confident in their ability to do mathematics? All too often, we focus on ensuring that students develop mathematical content knowledge, paying little attention to such affective issues as students' attitudes toward mathematics and their beliefs about their abilities to do mathematics. Yet instruction affects students' attitudes toward, and beliefs about, mathematics; likewise students' attitudes influence mathematics instruction (McLeod 1992; Reyes 1980). Students should learn to value mathematics and become confident in their ability to do mathemati

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Trisnawati, Iis, Wulan Pratiwi, Puji Nurfauziah, and Rippi Maya. "ANALISIS KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA SMA KELAS XI PADA MATERI TRIGONOMETRI DI TINJAU DARI SELF CONFIDENCE." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 3 (2018): 383. http://dx.doi.org/10.22460/jpmi.v1i3.p383-394.

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The purpose of this study is to analyze mathematic creatively thinking and analyze students' difficulties in solving the problem of mathematical creative thinking on Trigonometric material in review of self confidence. The subjects of this study were students of class XI MAN Kota Cimahi that consists of 27 students. The method used in this research is descriptive method with qualitative approach. The stage of this research consists of five stages, including: filling self confidence, tests of mathematical creative thinking ability, interviews, analysze and take a conclusions. The results of the

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Han, Linfeng, and Qian Tao. "Research on HPM Teaching Supported by Hawgent Dynamic Mathematics Software: Take “The Recognition of Circle” as an Example." Journal of Contemporary Educational Research 5, no. 8 (2021): 148–54. http://dx.doi.org/10.26689/jcer.v5i8.2453.

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History and Pedagogy of Mathematics (HPM) is one of the important research fields in mathematics education, which has received widespread attention from the mathematics education community because of its educational value. Modern mathematics education technology plays an important auxiliary role in mathematics teaching. Hawgent is a dynamic mathematics software that can present abstract mathematical knowledge visually and static mathematical knowledge dynamically. In view of this, this research takes “the recognition of circle” as an example to conduct a research on HPM teaching supported by H

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Hart, George W. "Mathematics Takes Shape." Math Horizons 10, no. 4 (2003): 17–21. http://dx.doi.org/10.1080/10724117.2003.12023667.

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

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

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

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

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Luritawaty, Irena Puji. "Pengembangan Kemampuan Komunikasi Matematik melalui Pembelajaran Take and Give." Mosharafa: Jurnal Pendidikan Matematika 8, no. 2 (2019): 239–48. http://dx.doi.org/10.31980/mosharafa.v8i2.378.

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AbstrakLatar belakang penelitian ini yaitu fakta bahwa kemampuan komunikasi matematik terbukti berperan strategis dalam berbagai kegiatan pembelajaran, termasuk matematika. Tetapi, pencapaiannya belum optimal. Penelitian ini diantaranya bertujuan menemukan sulusi untuk pengembangan kemampuan komunikasi dalam matematika melalui pembelajaran berbasis Take and Give di kalangan mahasiswa agar mempunyai kompetensi untuk berkomunikasi matematika dengan baik sebagai persiapan untuk menjadi guru. Metode kuasi eksperimen digunakan dalam penelitian ini. Adapun populasi yang dipilih yaitu mahasiswa prodi

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Brata, Dwija Wisnu, and Budi Santoso. "PEMBELAJARAN MATEMATIKA DENGAN OPERATOR DASAR UNTUK ANAK SEKOLAH DASAR BERBASIS MOBILE." Jurnal Ilmiah Informatika 1, no. 1 (2016): 46–50. http://dx.doi.org/10.35316/jimi.v1i1.443.

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The concept of teaching mathematic is most important for educators by understanding and application of mathematics content that cater to students, especially primary school students. extending the interesting material, as well as providing assistance to the student to take assessment can assist in attraction, concentration and success in understanding mathematics. It is always related because not all students in a class is able to understand the material quickly, then the required factors that have an interest for children. The interesting will become the factors that support students in learn

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Hartimo, Mirja. "Husserl’s Transcendentalization of Mathematical Naturalism." Journal of Transcendental Philosophy 1, no. 3 (2020): 289–306. http://dx.doi.org/10.1515/jtph-2019-0007.

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AbstractThe paper aims to capture a form of naturalism that can be found “built-in” in phenomenology, namely the idea to take science or mathematics on its own, without postulating extraneous normative “molds” on it. The paper offers a detailed comparison of Penelope Maddy’s naturalism about mathematics and Husserl’s approach to mathematics in Formal and Transcendental Logic (1929). It argues that Maddy’s naturalized methodology is similar to the approach in the first part of the book. However, in the second part Husserl enters into a transcendental clarification of the evidences and presuppos

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Hendri, Sherlyane, and Ary Kiswanto Kenedi. "ANALISIS PENDAHULUAN PENGEMBANGAN BAHAN AJAR MATEMATIKA BERBASIS DISCOVERY LEARNING PADA MATERI PECAHAN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA KELAS V SD." JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR 2, no. 2 (2018): 78. http://dx.doi.org/10.24036/jippsd.v2i2.102707.

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Students’ problem solving ability at any school is still in low category. That is due to student weakness to understand any mathematical problems that linked to the real life around them. One of any cause of this problem is mathematics lesson equipments development and its utilization by teacher are not optimal yet. To solve this problem, mathematics teachers should develop mathematics lesson equipments based on discovery learning for class V student at Elementary school that sutisfied validity, practicality, and efectiveness criteria. This is a development research with 4D models consisting o

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Lancaster, Ron. "Mathematical Lens: August 2004." Mathematics Teacher 98, no. 1 (2004): 13–14. http://dx.doi.org/10.5951/mt.98.1.0013.

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Welcome to “Mathematical Lens,” a new department in the Mathematics Teacher. “Mathematical Lens” gives the readers of the Mathematics Teacher an opportunity to link their photographs with mathematical ideas. The idea for this column began many years ago as a way to give students a visual connection with mathematical topics that they have studied. This department is looking for photographs of your mathematical sightings plus mathematical questions related to the images that you capture. The mathematics can involve an application or it can be whimsical, playful, and creative. You might find that

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Li, Xiao Yi, and Zhao Di Xu. "Based on Mathematical Modeling and Mathematical Experiment Course Platform Enhancing Students Innovative Ability." Applied Mechanics and Materials 513-517 (February 2014): 3034–37. http://dx.doi.org/10.4028/www.scientific.net/amm.513-517.3034.

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This paper describes the positive significance of the creation of mathematical modeling and experimental mathematics curriculum for students scientific computing and applied mathematics to solve practical problems, it analysis the mathematical modeling and mathematical experimental course, it proposes colleges in mathematical modeling and experimental mathematics teaching,we can take many forms of teaching and different levels of teaching content, thus, to raise and train studentss ability of solving practical problems by applying mathematical knowledge and innovative ability, in order to cult

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Iljazi, Teuta. "PEDAGOGICAL PRACTICE AS A LINK FOR CONNECTING THEORY AND PRACTICE IN TEACHING ELEMENTARY MATHEMATICS." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (2019): 1905–10. http://dx.doi.org/10.35120/kij31061905i.

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Mathematics as a subject has been taught since the early years of the education. Elementary school teachers take great responsibility to teach this difficult, abstract, but sometimes boring subject. Hypothetically privilege of understanding this subject is a certain number of students. Teachers not only need to be a professional of the subject, but at the same time they must be artists also. This requires much work, patience, determination, and much love for children and the profession. Students of the Pedagogy Faculty of University of Tetovo are getting prepared for teaching Mathematics in el

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Ulya, Himmatul, and Ratri Rahayu. "Mathematical Disposition of Students in Open-Ended Learning Based on Ethnomathematics." Journal of Education Technology 5, no. 3 (2021): 339. http://dx.doi.org/10.23887/jet.v5i3.33535.

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Students' low disposition in mathematics causes students to view mathematics as difficult to understand, thus affecting mathematics learning outcomes. Not many students are active because they lack self-confidence, interest in learning mathematics, and curiosity about mathematics. This has an impact on low mathematics learning outcomes. This study aims to test the increase in the mathematical disposition of students who take part in open-ended learning based on ethnomathematics and determine the effect of mathematical disposition on students' mathematical abilities. This quantitative study ref

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Clark, Kathleen, and Oksana Rubis. "“You Will Remain Unwavering in Your Determination to Succeed No Matter How Long It Takes”: A Mathematico-Emotional Analysis of A Guide to Higher Learning." Journal of Humanistic Mathematics 11, no. 1 (2021): 390–410. http://dx.doi.org/10.5642/jhummath.202101.20.

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In this article we present an analysis of the multi-fold artist’s book, A Guide to Higher Learning (Chen, 2009). In our analysis, we propose different perspectives from which to view the mathematical and philosophical aspects found within the book. We explore aspects of “higher learning” by analyzing the complex mathematical equations and textual elements that readers meet in the book. Chen challenges the reader with: “This is a test. You will not be given any assistance or instructions on how to proceed. You will not be told when to begin or when to stop” (Chen, 2009). Thus, in our exploratio

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Lutz, P. Michael, and Jorgen Berglund. "Supporting Teacher Learning: Using NSF–Funded Middle School Materials in a University Mathematics Content Course." Teaching Children Mathematics 13, no. 6 (2007): 342–47. http://dx.doi.org/10.5951/tcm.13.6.0342.

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As mathematics teacher educators, we grapple with determining the depth of mathematical knowledge required of prospective elementary school teachers in our mathematical content courses. We struggle with identifying the mathematics appropriate for these courses as well as making the mathematics relevant for these teachers. If these classes are housed in a department of mathematics, as ours are, this discussion must take into account the expectations of our departmental colleagues. We examined these issues in spring 2001, when we were asked to redesign a mathematics content course for preservice

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Habala, Peter, and Marie Demlova. "Teaching comprehension of mathematical language—a case for discrete approach." Teaching Mathematics and its Applications: An International Journal of the IMA 38, no. 3 (2018): 123–34. http://dx.doi.org/10.1093/teamat/hrz003.

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Abstract Arguably the largest obstacle freshmen face in their mathematics courses is their unfamiliarity with the language of mathematics. Addressing this problem right at the start seems like a sensible strategy, as comprehension of mathematical communication helps students in all mathematics courses they will take. In this paper we discuss general strategies that can be used when addressing the competency in understanding and speaking the language of mathematics. In particular we focus on benefits of teaching students to prove statements and difficulties related to such endeavour. We introdu

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Katz, Emily. "The Mixed Mathematical Intermediates." PLATO JOURNAL 18 (December 22, 2018): 83–96. http://dx.doi.org/10.14195/2183-4105_18_7.

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In Metaphysics B.2 and M.2, Aristotle gives a series of arguments against Platonic mathematical objects. On the view he targets, mathematicals are substances somehow intermediate between Platonic forms and sensible substances. I consider two closely related passages in B2 and M.2 in which he argues that Platonists will need intermediates not only for geometry and arithmetic, but also for the so-called mixed mathematical sciences (mechanics, harmonics, optics, and astronomy), and ultimately for all sciences of sensibles. While this has been dismissed as mere polemics, I show that the argument i

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Walshaw, Margaret, and Glenda Anthony. "The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms." Review of Educational Research 78, no. 3 (2008): 516–51. http://dx.doi.org/10.3102/0034654308320292.

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Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the literature around a number of key themes, the authors critically assess the kinds of huma

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Skovsmose, Ole. "Mathematics and Ethics." Revista Pesquisa Qualitativa 8, no. 18 (2020): 478–502. http://dx.doi.org/10.33361/rpq.2020.v.8.n.18.341.

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In the philosophy of mathematics, ontological and epistemological questions have been discussed for centuries. These two set of questions span out a two-dimensional philosophy of mathematics. I find it important to establish a four dimensional philosophy of mathematics by adding two more dimensions, namely a sociological and an ethical dimension. The sociological dimension addresses the social formation of mathematics, while the ethical dimension addresses the mathematical formation of the social. In this article, I concentrate on exploring the ethical dimension by showing the broad range of s

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Delima, Nita. "A RELATIONSHIP BETWEEN PROBLEM SOLVING ABILITY AND STUDENTS’ MATHEMATICAL THINKING." Infinity Journal 6, no. 1 (2017): 21. http://dx.doi.org/10.22460/infinity.v6i1.231.

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This research have a purpose to know is there an influence of problem solving abilty to students mathematical thinking, and to know how strong problem solving ability affect students mathematical thinking. This research used descriptive quantitative method, which a population is all of students that taking discrete mathematics courses both in department of Information Systems and department of mathematics education. Based on the results of data analysis showed that there are an influence of problem solving ability to students mathematical thinking either at department of mathematics education

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Delima, Nita. "A RELATIONSHIP BETWEEN PROBLEM SOLVING ABILITY AND STUDENTS’ MATHEMATICAL THINKING." Infinity Journal 6, no. 1 (2017): 21. http://dx.doi.org/10.22460/infinity.v6i1.p21-28.

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This research have a purpose to know is there an influence of problem solving abilty to students mathematical thinking, and to know how strong problem solving ability affect students mathematical thinking. This research used descriptive quantitative method, which a population is all of students that taking discrete mathematics courses both in department of Information Systems and department of mathematics education. Based on the results of data analysis showed that there are an influence of problem solving ability to students mathematical thinking either at department of mathematics education

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Hillen, Amy F., and Margaret S. Smith. "Is Silence Golden? What Silent Participants Might Be Learning in Discourse-Rich Classrooms." Mathematics Teaching in the Middle School 13, no. 5 (2007): 305–11. http://dx.doi.org/10.5951/mtms.13.5.0305.

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Communication is an important part of classrooms in which students are engaged in challenging mathematics (NCTM 2000). Students communicate by “participating in social interaction, sharing thoughts with others, and listening to others share their ideas” (Hiebert et al. 1997). As students take part in sharing their mathematical thinking, they have opportunities to make and justify conjectures, consider the validity of others' ideas, engage in mathematical argumentation, and reflect on their current understandings (NCTM 2000). Thus, the mathematical discourse in classrooms provides important opp

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Drobyshev, Yu A., and I. V. Drobysheva. "HISTORICAL AND MATHEMATICAL COMPONENT IN 5–6 GRADE MATHEMATICS TEXTBOOKS." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 53, no. 3 (2020): 27–39. http://dx.doi.org/10.25146/1995-0861-2020-53-3-218.

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Statement of the problem. The problem of including elements of its history in the content of the school course in mathematics is not new in pedagogical science. However, at present, an increase in its relevance is associated with at least two factors: the need to implement the requirements of the Federal State Educational Standard and the significant potential of the historical and mathematical content for solving educational and developmental learning problems. Based on this, the purpose of the article is to highlight the main types of historical and mathematical information used in the 5th–6

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Noviana, Fitria, Sigit Mulqiyono, and Muhammad Afrilianto. "KEMAMPUAN KOMUNIKASI MATEMATIK SISWA SMP KELAS IX PADA MATERI BANGUN RUANG SISI DATAR DI KABUPATEN BANDUNG." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 4 (2018): 583. http://dx.doi.org/10.22460/jpmi.v1i4.p583-590.

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Students mastery of mathematical communication ability can be one of benchmark to know the level of students understanding about the material that has been submitted. Mathematics is not only a tool for thinking but also math can be a tool to communicate an idea. This research aim is to describe the mathematical communication ability of class IX SMP. The research takes place in one of SMP in Bandung Regency. The mathematics material that discussed is about polyhedron. Data were taken from the results of the test instrument about the ability of mathematics communication. The samples that researc

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Smith, John P. "Preparing Students for Modern Work: Lessons from Automobile Manufacturing." Mathematics Teacher 92, no. 3 (1999): 254–58. http://dx.doi.org/10.5951/mt.92.3.0254.

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Kadijevic, Djordje. "Impact of writing about mathematics in a humanistic context on mathematical self-concept: A twelfth-grade pilot study." Zbornik Instituta za pedagoska istrazivanja, no. 36 (2004): 122–28. http://dx.doi.org/10.2298/zipi0436122k.

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As one?s learning results from a complex interplay among his/her cognitive metacognitive and affective domains, the last of which determines the global context where cognition takes place monitored and controlled by metacognition, the learning outcomes may primarily be interpreted in affective terms. Having in mind a strong positive relation between mathematical self and mathematical achievement as well as that a humanistic approach to mathematics teaching/learning would promote higher mathematical self, this study examined whether writing about mathematics in a humanistic context influences m

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Bennett, Jim. "Geometry in Context in the Sixteenth Century: the View From the Museum." Early Science and Medicine 7, no. 3 (2002): 214–30. http://dx.doi.org/10.1163/157338202x00126.

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AbstractThis paper examines the discrepancy between the attitudes of many historians of mathematics to sixteenth-century geometry and those of museum curators and others interested in practical mathematics and in instruments. It argues for the need to treat past mathematical practice, not in relation to timeless criteria of mathematical worth, but according to the agenda of the period. Three examples of geometrical activity (cartography, surveying and warfare) are used to illustrate this, and two particular contexts (the wider world of human affairs and the discipline of natural philosophy) ar

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Dick, Thomas. "The Continuing Calculator Controversy." Arithmetic Teacher 35, no. 8 (1988): 37–41. http://dx.doi.org/10.5951/at.35.8.0037.

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To use or not to use calculator in the elementary school classroom? That seems to be a question as contro-versial now as it was in 1975 when the National Advisory Committee on Mathematical Education offered the following advice: “beginning no later than the end of the eighth grade, a calculator should be available for each mathematics student during each mathematics class. Each student should be permitted to use the calculator during all of his or her mathematical work including tests.” In An Agenda for Action (1980), the National Council of Teachers of Mathematics (NCTM) recommended that “mat

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Biza, Irene, and Elena Nardi. "Scripting the experience of mathematics teaching." International Journal for Lesson and Learning Studies 9, no. 1 (2019): 43–56. http://dx.doi.org/10.1108/ijlls-02-2019-0017.

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Purpose The purpose of this paper is to propose and evaluate a proactive reflective activity for mathematics student teachers in which they consider mathematical content and its teaching in highly specific classroom situations. Design/methodology/approach The study was conducted in context of a mathematics Initial Teacher Education programme in the UK. Participants were invited from the whole cohort of student teachers to identify, script and reflect upon critical classroom incidents. In total, 12 such scripts were produced and then discussed by 17 student teachers in group and plenary session

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Howe, R. Michael, and Jennifer M. Deitte. "Sharing Teaching Ideas: Motivating Students to Learn Mathematics Using Resources from Outside the Classroom." Mathematics Teacher 96, no. 4 (2003): 278–80. http://dx.doi.org/10.5951/mt.96.4.0278.

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Teaching required mathematics courses poses a challenge to teachers at all levels. Many of these difficulties are the result of cultural attitudes in the United States that make it socially acceptable, even trendy, to lack mathematical knowledge. Most of our students are aware of the inherent value of mathematics; but because mathematics is a subject that requires hard work, they choose to deny its importance. Our challenge is to somehow motivate students to take responsibility for their own learning. This goal is most effectively accomplished if students convince themselves that mathematics i

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Howe, R. Michael, and Jennifer M. Deitte. "Sharing Teaching Ideas: Motivating Students to Learn Mathematics Using Resources from Outside the Classroom." Mathematics Teacher 96, no. 4 (2003): 278–80. http://dx.doi.org/10.5951/mt.96.4.0278.

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Teaching required mathematics courses poses a challenge to teachers at all levels. Many of these difficulties are the result of cultural attitudes in the United States that make it socially acceptable, even trendy, to lack mathematical knowledge. Most of our students are aware of the inherent value of mathematics; but because mathematics is a subject that requires hard work, they choose to deny its importance. Our challenge is to somehow motivate students to take responsibility for their own learning. This goal is most effectively accomplished if students convince themselves that mathematics i

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Nisfulaila, Intan. "PENGARUH PEMAHAMAN WRITING MATHEMATICS MAHASISWA DALAM MENGKOMUNIKASIKAN SUATU BUKTI PERNYATAAN DALAM MATEMATIKA." Prismatika: Jurnal Pendidikan dan Riset Matematika 3, no. 2 (2021): 112–25. http://dx.doi.org/10.33503/prismatika.v3i2.1260.

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The ability of writing and communicating Mathematics text are needed to get the whole understanding of specific topic in Mathematics. But so far, it is still can be found some meaningless statement that implies some misconceptions. The qualitative data analysis is conducted in this research to find out how big the change of the writing mathematics skill after conducting a technical guidance. The result of data analysis and some evaluation show that the skill of understanding the concept of writing mathematics takes effect in communicating or creating a proof of mathematical statement.

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Marsitin, Retno. "Koneksi Matematis dan Berpikir Kreatif dalam Pembelajaran Matematika dengan Teori APOS." Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam 5, no. 1 (2017): 87. http://dx.doi.org/10.24256/akh.v5i1.442.

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This study aimed to describe the mathematical connection capability and creative thinking in mathematics with APOS theory. This study uses a quantitative and qualitative approach, the research design class action, which was conducted in two cycles. The research subject is 30 math education students who take a course in calculus. The results showed that an increase in the ability to connect mathematical and creative thinking in mathematics with APOS theory which includes Action, Process, Object and Scheme. This is shown by the data obtained in the second cycle that meets the criteria of academi

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Marsitin, Retno. "Koneksi Matematis dan Berpikir Kreatif dalam Pembelajaran Matematika dengan Teori APOS." Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam 5, no. 1 (2018): 87–100. http://dx.doi.org/10.24256/jpmipa.v5i1.268.

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This study aimed to describe the mathematical connection capability and creative thinking in mathematics with APOS theory. This study uses a quantitative and qualitative approach, the research design class action, which was conducted in two cycles. The research subject is 30 math education students who take a course in calculus. The results showed that an increase in the ability to connect mathematical and creative thinking in mathematics with APOS theory which includes Action, Process, Object and Scheme. This is shown by the data obtained in the second cycle that meets the criteria of academi

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Amirulloh, Sandi, H. Yayan Carlian, and Siti Khozanatu Rohmah. "KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA MELALUI PENGGUNAAN STRATEGI MATHEMATICAL BET LINE." Muallimuna : Jurnal Madrasah Ibtidaiyah 5, no. 2 (2020): 32. http://dx.doi.org/10.31602/muallimuna.v5i2.2725.

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Abstrak: Penelitian ini beranjak dari masalah yang dikemukakan oleh hasil survey Trends International Mathematic Science Study (TIMSS). Hasil survei tersebut menunjukkan bahwa hanya 2% siswa di Indonesia yang mampu mengerjakan soal-soal cerita matematika. Hal tersebut disebabkan oleh karena kemampuan berpikir kreatif matematis siswa tergolong rendah. Tujuan dari penelitian ini adalah untuk mengetahui peningkatan kemampuan berpikir kreatif matematis siswa yang mengikuti pembelajaran dengan strategi mathematical bet line lebih baik secara signifikan dari siswa yang mengikuti pembelajaran dengan

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Golding, Jennie, and Marjorie Sarah K. Batiibwe. "A design approach to mathematics teacher educator development in East Africa." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 1 (2020): 1–16. http://dx.doi.org/10.23917/jramathedu.v6i1.11898.

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Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning ‘Mathematical Thinking and IT’ course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning b

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Gardiner, Tony. "Nature-nurture: finding-feeding." Mathematical Gazette 102, no. 555 (2018): 485–93. http://dx.doi.org/10.1017/mag.2018.115.

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Mathematicians know that the path from adolescent competence to adult professional life is full of unexpected twists and turns, and is fraught with potential pitfalls. Even when faced with very able adolescents, it is not at all clear which of them will flourish in the long run, or how one can best support their future development (when they eventually become young adults) in a way that takes their mathematical ability and inclinations seriously – whether in pure or applied mathematics, in computer science or software development, in engineering, mathematical biology, financial mathematics or

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Gadanidis, George, Janette M. Gadanidis, and Alyssa Y. Huang. "Using Humor to Gain Mathematical Insight." Mathematics Teaching in the Middle School 10, no. 5 (2005): 244–50. http://dx.doi.org/10.5951/mtms.10.5.0244.

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Sometimes Missing in Mathematics classrooms is mathematical humor, which might alleviate the tension that many students experience. Also needed are opportunities for mathematical insight, through which students might sense the pleasure of doing mathematics. Humor and insight have many similarities. Both are creative acts. Both emerge from our predisposition to explore and take pleasure in novel ways of seeing and understanding our world. We are drawn to apparent dissonance, to seek to understand complexity, and to make ourselves more complex; these elements often produce positive feelings and

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Ebdon, Susan Austin, Mary McGee Coakley, and Danielle Legnard. "Mathematical Mind Journeys: Awakening Minds to Computational Fluency." Teaching Children Mathematics 9, no. 8 (2003): 486–87. http://dx.doi.org/10.5951/tcm.9.8.0486.

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Have you ever wondered what your students are really thinking as they do mathematics? Do you wish that you could stimulate and excite your students while building the fundamental skills necessary for their future? Join us as we take our students on a Mathematical Mind Journey. This learning adventure does not require time-intensive planning or expensive props and materials. Mathematical Mind Journeys are “think aloud” strategies that demystify computation. Students use metacognition to explain the paths that their brains take when solving a problem and rely on mathematical memory rather than m

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Haigh, John. "Mathematics of Chance." American Statistician 55, no. 4 (2001): 372. http://dx.doi.org/10.1198/tas.2001.s128.

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