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Relevant bibliographies by topics / Teaching Teachers Geometry Mathematics teachers

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Journal articles

Academic literature on the topic 'Teaching Teachers Geometry Mathematics teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Teaching Teachers Geometry Mathematics teachers"

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Moore, Sara Delano, and William P. Bintz. "Teaching Geometry and Measurement through Literature." Mathematics Teaching in the Middle School 8, no. 2 (2002): 78–84. http://dx.doi.org/10.5951/mtms.8.2.0078.

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Spungin, Rika. "Teaching Teachers to Teach Mathematics." Journal of Education 178, no. 1 (1996): 73–84. http://dx.doi.org/10.1177/002205749617800106.

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Group investigations from the areas of number theory, probability, and geometry. are presented and discussed. By working in groups, sharing ideas, and making and testing conjectures, prospective teachers gain confidence in their own ability to do mathematics and develop a variety of useful problem-solving strategies.

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Sunzuma, Gladys, and Aneshkumar Maharaj. "In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching." Bolema: Boletim de Educação Matemática 34, no. 66 (2020): 22–39. http://dx.doi.org/10.1590/1980-4415v34n66a02.

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Abstract Geometry teaching and learning ought to mirror and embrace the social diversity found in the geometry learning environment as well as the increasingly connected world. For that reason, ethnomathematics approaches that relate geometry teaching and learning to the learners' cultural experiences and background should be used when teaching geometry. The aim of this study was to find out the teachers' teaching approaches in geometry as well as their views towards the incorporation of ethnomathematics into the geometry teaching. A convergent mixed methods design was used in this study. Focu

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Et. al., Lilla Adulyasas. "The Effects of Integrated Technology-Based Approach and Peer Coaching in Teaching Geometry: A Closer Look At Teachers’ Tpack and Students’ Understanding." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 5695–708. http://dx.doi.org/10.17762/turcomat.v12i3.2244.

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Aim/PurposeTo study on the effects of integrated technology-based approach and peer coaching on teachers’ TPACK and students’ understanding in learning geometry in secondary level. Background Teachers have confronted with difficulties while applying technology in classroom teaching. The need of cooperation with others under the peer coaching which supports and encourages teachers in generating ideas for improving classroom teaching is the key to improve their designing of the integrated technology-based approach lessons to promote and support an effective teaching and learning of geometr

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Sunzuma, Gladys, and Aneshkumar Maharaj. "Exploring Zimbabwean Mathematics Teachers’ Integration Of Ethnomathematics Approaches Into The Teaching And Learning Of Geometry." Australian Journal of Teacher Education 45, no. 7 (2020): 77–93. http://dx.doi.org/10.14221/ajte.2020v45n7.5.

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This article reports on a study that explored how a group of in-service mathematics teachers integrated ethnomathematics approaches into the teaching and learning of geometry. The study used a convergent parallel mixed-methods design, which combined both quantitative and qualitative methods, to provide a deeper understanding of how the participants integrate ethnomathematics approaches into the teaching and learning of geometry. The data for the study were gathered from 40 in-service mathematics teachers through the use of questionnaires and focus group discussions. Results showed that the in-

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Raphael, Dennis, and Merlin Wahlstrom. "The Influence of Instructional Aids on Mathematics Achievement." Journal for Research in Mathematics Education 20, no. 2 (1989): 173–90. http://dx.doi.org/10.5951/jresematheduc.20.2.0173.

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Data from the Second International Mathematics Study were analyzed using dual scaling or correspondence analysis to identify dimensions on which 103 Ontario Grade 8 mathematics teachers varied in reported use of instructional aids. These dimensions were then related to teacher and student characteristics and student achievement in mathematics. Teachers reporting greater use of a variety of instructional aids in the teaching of geometry and of ratio, proportion, and percent also reported greater course coverage. Experienced teachers reported more use of instructional aids. Student achievement i

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Pakhrurrozi, Imam, Imam Sujadi, and Ikrar Pramudya. "Analysis of Interaction Jigsaw Learning Process on Geometry Material." International Journal of Multicultural and Multireligious Understanding 5, no. 5 (2018): 75. http://dx.doi.org/10.18415/ijmmu.v5i5.306.

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This study aims to determine the interaction between teachers and students that occur in the process of learning Mathematics with jigsaw model in junior high school in Surakarta using FIAC (Flanders Interaction Analysis Condition) analysis. This study includes qualitative descriptive research. The subjects of this study are teachers and students of 8th grade of junior high school in Surakarta and students' learning achievement sheets. The object of research is the interaction of teachers and students in the learning of mathematics, including the sense of receiving, giving praise, how teacher t

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Mughal, Shahid Hussain, Muhammad Mujtaba Asad, and Donnie Adams. "Goals of the national mathematics curriculum of Pakistan: educators’ perceptions and challenges toward achievement." International Journal of Educational Management 35, no. 1 (2020): 159–72. http://dx.doi.org/10.1108/ijem-04-2020-0203.

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PurposeThe national mathematics curriculum of Pakistan has emphasized on improving content knowledge, reasoning abilities and problem-solving skills of students about thinking, communicating and solving mathematics (national mathematics curriculum of Pakistan, 2006). Whereas, there is a need to understand the point of view of teachers about the challenges they face in achieving the goals of national mathematics curriculum. This will help leading teacher training institutions to revisit their math teacher continuous professional development (CPD) programs and facilitate school leadership in imp

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Fitriani, Andhin Dyas. "PENGEMBANGAN MULTIMEDIA INTERAKTIF DALAM PEMBELAJARAN GEOMETRI UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI CALON GURU SEKOLAH DASAR." EDUTECH 13, no. 2 (2014): 236. http://dx.doi.org/10.17509/edutech.v13i2.3105.

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Abstract. Communication is an essential part of mathematics and mathematics education. Communication is also a way to share ideas and classify understanding. Geometry in elementary school (SD) on the one hand is a very strategic mathematics study to encourage mathematics learning towards appreciation and experience of learning by making the learning meaningful. Van Hiele suggests that there are three main elements in the teaching of geometry, namely time, teaching materials, and teaching methods applied. One of the things that hinder a student's geometric thinking skills is the teaching method

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Meadows, Michelle, and Joanne Caniglia. "That Was Then…This is Now: Utilizing the History of Mathematics and Dynamic Geometry Software." International Journal of Education in Mathematics, Science and Technology 9, no. 2 (2021): 198–212. http://dx.doi.org/10.46328/ijemst.1106.

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Pre-service mathematics teacher (PST) education often addresses within Geometry Classes how to utilize Dynamic Geometric Software (DGS). Other classes may also incorporate teaching pre-service teachers about the history of mathematics. Although research has documented the use of Dynamic Geometric Software (DGS) in teaching the history of mathematics (HoM) (Zengin, 2018), the focus of this research specifically targets the development of proof for pre-service teachers by utilizing DGS to revisit historical proofs with a modern lens. The findings concur with Fujita et.al. (2010), Zengin (2018),

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