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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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Yanuarto, Wanda Nugroho. "TEACHER AS A FACILITATOR OR A TEACHER: EMPOWERING LEARNING STRATEGIES IN GEOMETRY COURSE." JPM : Jurnal Pendidikan Matematika 1, no. 2 (2015): 136. http://dx.doi.org/10.33474/jpm.v1i2.721.

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Teaching is the well known word for teachers. Teachers know the meaning of this word and know how to perform teaching. Sometimes they do not know the difference between teaching and facilitating in learning and it make a distance between the students and teachers. The purpose of this study are how learning geometry in mathematics education, Teacher Training and Education Faculty at the University of Muhammadiyah Purwokerto, Indonesia modify the class in geometry course interactively and can be easily understood by students. So, the researchers made the strategies in geometry course that is ass

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Posamentier, Alfred S. "Delving Deeper: Trisecting the Circle: A Case for Euclidean Geometry." Mathematics Teacher 99, no. 6 (2006): 414–18. http://dx.doi.org/10.5951/mt.99.6.0414.

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As an undergraduate mathematics major, a prospective teacher usually takes at least one geometry course. Typically, these courses focus on non–Euclidean geometry (sometimes presented as Modern Geometry), or vectors, transformations, or topology. Instead, we at the City College of New York offer a course on more advanced Euclidean geometry in which prospective teachers investigate a plethora of geometric theorems (or relationships) that enrich their understanding of Euclidean geometry and, consequently, their teaching of it.

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Setyawan, Fariz, Yosep Dwi Kristanto, and Naufal Ishartono. "Preparing In-Service Teacher Using Dynamic Geometry Software." International Journal of Engineering & Technology 7, no. 4.30 (2018): 367. http://dx.doi.org/10.14419/ijet.v7i4.30.22317.

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The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-servi

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Usman, Hassan, Wun Thiam Yew, and Salmiza Saleh. "Effects of van Hiele’s phase-based teaching strategy and gender on pre-service mathematics teachers’ attitude towards geometry in Niger State, Nigeria." African Journal of Educational Studies in Mathematics and Sciences 15, no. 1 (2019): 61–75. http://dx.doi.org/10.4314/ajesms.v15i1.6.

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The study investigated the effects of van Hiele’s phase-based teaching strategy and gender on pre-service mathematics teacher attitude towards geometry in Niger state, Nigeria. The study employed pre-test and post-test quasi-experimental design using a two-by-two (2x2) factorial matrix with one experimental and control group. The experimental group was exposed to Van Hiele’s phase-based teaching strategy while the control group was taught the same topics with conventional teaching strategy. Three null hypotheses with corresponding research question were formulated to guide the study. Attitudes

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Bright, George W. "Teaching Mathematics with Technology: Logo and Geometry." Arithmetic Teacher 36, no. 5 (1989): 32–34. http://dx.doi.org/10.5951/at.36.5.0032.

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Interest in teaching geometry through Logo graphics is increasing. It seems reasonable to expect that geometry understandings will improve through exposure to such a visual environment, but the research has not given clear-cut evidence that the improvement is automatic. However, in two recent studies (Kelly, Kelly, and Miller 1986–87; Noss 1987) Logo showed a possible advantage in improving students' understanding of selected geometric concepts. This month's activities illustrate a way that teachers can give students explicit help in focusing on important geometric ideas.

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Molnár, Pavel, and Stanislav Lukáč. "Dynamic Geometry Systems in Mathematics Education: Attitudes of Teachers." International Journal of Information and Communication Technologies in Education 4, no. 4 (2015): 19–33. http://dx.doi.org/10.1515/ijicte-2015-0017.

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Abstract At present, the innovative trends in education are also often associated with the integration of ICT into the teaching process. The relationship between mathematics, teaching and computers are long-standing and complex. The actual practice of mathematics has changed its nature considerably because of the availability of powerful computers, both in the workplace and on researches’ desks. Several software systems are available for mathematics teachers, among which have dynamic geometry systems a significant presence. Although various forms of education for teachers are currently organiz

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Nahmias, Erez, and Mina Teicher. "The Contribution of Meta-Cognitive Guidance to Building Geometry Teaching Units and Improving Classroom Teaching Processes." Journal of Education and Learning 10, no. 1 (2020): 55. http://dx.doi.org/10.5539/jel.v10n1p55.

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In this paper, we examine the importance of building instructional units that incorporate metacognition intent processes that contribute to the development of geometric thinking. We show that the implementation of metacognition processes in the initial stages of constructing tailored instructional units will improve students&rsquo; geometric ability. The study was performed on middle school mathematics teachers of the ninth grade. The experiment we conducted shows that building instructional units that incorporate metacognition intent benefit learning processes on two levels: First, in the

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Semenikhina, Olena, Volodymyr Proshkin, and Olha Naboka. "Application of Computer Mathematical Tools in University Training of Computer Science and Mathematics Pre-service Teachers." International Journal of Research in E-learning 6, no. 2 (2020): 1–23. http://dx.doi.org/10.31261/ijrel.2020.6.2.06.

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The requirements for the training of mathematics and computer science teachers to use specialized mathematical software in professional activities are substantiated in the article. Among them: the ability to creatively choose the forms and methods of teaching for the use of specialized software; ability to find non-standard or creative mathematical problems; ability to make an informed choice of specialized software; ability to see possible ways to check the result obtained by the pupil; the ability to eliminate common mistakes when pupils use computer tools, etc. The specialized mathematical

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Galbraith, Peter. "Connecting Research to Teaching: Mathematics as Reasoning." Mathematics Teacher 88, no. 5 (1995): 412–17. http://dx.doi.org/10.5951/mt.88.5.0412.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) defines a role for reasoning in school mathematics that is far different from the norm of recent practice. Until recently, the study of mathematical reasoning was largely confined to high school geometry. Further, as Schoenfeld (1988) pointed out, the approach used in geometry was often so rigid that it conveyed the impression that the style of the response—for example, the two-column-proof format—was more important than its mathematical quality. The Standards document notes that reasoning is to have a role in all of ma

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Refugio, Craig N., Patrick G. Galleto, and Ruel Torres. "Competence landscape of grade 9 mathematics teachers: Basis for an enhancement program." Cypriot Journal of Educational Sciences 14, no. 2 (2019): 241–56. http://dx.doi.org/10.18844/cjes.v14i2.4125.

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The investigation attempted to find out the competence evidence among the grade 9 mathematics teachers in the secondary schools of Dumaguete City, Philippines. Survey and correlational methods of research were employed with the aid of questionnaire-checklist to profile the teachers’ number of years in teaching Mathematics, training and seminars attended, educational attainment and measure their competence levels in mathematics curriculum competencies set by the Department of Education in the country. Data collected were treated using frequency counting, percent, weighted mean, standard deviati

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Rogers, Kimberly Cervello, and Michael D. Steele. "Graduate Teaching Assistants' Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers." Journal for Research in Mathematics Education 47, no. 4 (2016): 372–419. http://dx.doi.org/10.5951/jresematheduc.47.4.0372.

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Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, we examine 6 teaching assistants' teaching practices in the context of a geometry content course for preservice teachers by focusing on their enactment of reasoning-and-proving tasks. Results indicate that teaching assistants engaged preservice teachers in a variety of reasoning-and-proving activities. For 42 of 82 tasks observed, preservice teachers' engagement in reasonin

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Panasuk, Regina M., and Yvonne Greenleaf. "Using ROOTine Problems for Group Work in Geometry." Mathematics Teacher 91, no. 9 (1998): 794–98. http://dx.doi.org/10.5951/mt.91.9.0794.

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How can mathematics teachers structure classroom activities so that students will be intellectually challenged? How can they create a learning environment that encourages students to communicate and reason mathematically, make decisions collaboratively, and acquire mathematics skills and concepts that they thoroughly understand? The Professional Standards for Teaching Mathematics (NCTM 1991) suggests that mathematics teachers need to focus on the major components of teaching: worthwhile tasks, discourse, and students' active participation and involvement. Cooperative-learning approaches offer

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Sanders, Cathleen V. "Sharing Teaching Ideas: Geometric Constructions: Visualizing and Understanding Geometry." Mathematics Teacher 91, no. 7 (1998): 554–56. http://dx.doi.org/10.5951/mt.91.7.0554.

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Geometric constructions can enrich students’ visualization and comprehension of geometry, lay a foundation for analysis and deductive proof, provide opportunities for teachers to address multiple intelligences, and allow students to apply their creativity to mathematics.

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Alekseeva, Elena, Marina Viktorovna Vasilieva, and Yulia Nikolaevna Kashitsyna. "Teaching Geometry Using the Opportunities of the Living Mathematics Program." Russian Digital Libraries Journal 23, no. 1-2 (2020): 83–92. http://dx.doi.org/10.26907/1562-5419-2020-23-1-2-83-92.

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The article is devoted to the use of digital educational resources in the process of teaching mathematics in a primary school. The possibility of using the ”Living Mathematics” electronic educational-methodical set with teaching guidelines on the topic ”Remarkable points of a triangle. Euler's line”. The article is addressed to teachers and students of pedagogical universities, methodologists, teachers of mathematics.

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Leton, Samuel Igo, Kristoforus Djawa Djong, Irmina Veronika Uskono, Wilfridus Beda Nuba Dosinaeng, and Meryani Lakapu. "PROFILE OF ELEMENTARY SCHOOL TEACHER IN CONCEPT UNDERSTANDING OF GEOMETRY." Infinity Journal 9, no. 2 (2020): 133. http://dx.doi.org/10.22460/infinity.v9i2.p133-146.

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Students need teachers with a deep understanding of mathematical concepts to improve their mathematical knowledge and achievement. The observation results of several elementary school teachers showed that they still have a lack of understanding of the geometry concepts. This research is an exploratory study with a qualitative approach that aims to describe the performance of elementary school teachers in understanding the concepts of triangles and squares. The participants in this study were elementary school teachers across Soe City District. A description test deals with the geometry concept

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Ko, Inah, and Patricio Herbst. "Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience." Journal for Research in Mathematics Education 51, no. 5 (2020): 600–630. http://dx.doi.org/10.5951/jresematheduc-2020-0163.

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This study proposes task of teaching as an organizer of dimensionality in teachers’ subject matter knowledge for teaching (SMK) and investigates it in the context of measuring SMK for teaching high school geometry (SMK-G). We hypothesize that teachers use different SMK-G in different aspects of their teaching work and that such differences can be scaled and associated with key elements of instruction. Analyses of 602 high school teachers’ responses to two sets of items designed to measure the SMK-G used in two particular tasks of teaching—understanding students’ work (USW) and choosing givens

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Al-Balawi, Abdullah Suliman, and Radman Mohammed Saeed. "The Professional Development Needs of Mathematics Teachers in Saudi Arabia." Journal of Educational and Psychological Studies [JEPS] 6, no. 1 (2012): 114. http://dx.doi.org/10.24200/jeps.vol6iss1pp114-132.

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This study aimed at determining the professional development needs of mathematics teachers in Saudi Arabia. The sample of the study contained 643 teachers and 39 supervisors of four districts of education across Saudi Arabia. The survey addressed two domains of professional development: content knowledge in mathematics, and pedagogical content knowledge. The study found that, in the domain of content knowledge for professional development, the most frequently occurring topics were as follows: Topological concepts and their applications, spherical geometry and its applications; mathematical pro

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Mitelman, Ihor. "PECULIARITIES OF MODELLING OF SPECIALIZED METHODICAL CASES IN THE CONTEXT OF PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 137–49. http://dx.doi.org/10.31499/2307-4906.2.2021.236672.

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The practice of mathematics teaching and its scientific, methodical and didactic support in the system of in-service education of modern teachers generates a topical problem of modernization of operational and technological and reflexive functionality of competence-oriented learning of solving high complexity problems, among which the tasks of mathematical olympiads as an indicator of the quality of the established professional competence stand out.In the competency-based and methodical context of working with mathematically gifted students and preparing them for mathematical competitions, the

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Kooloos, Chris, Helma Oolbekkink-Marchand, Rainer Kaenders, and Gert Heckman. "Orchestrating Mathematical Classroom Discourse About Various Solution Methods: Case Study of a Teacher’s Development." Journal für Mathematik-Didaktik 41, no. 2 (2019): 357–89. http://dx.doi.org/10.1007/s13138-019-00150-2.

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AbstractDeveloping and orchestrating classroom discourse about students’ different solution methods is an essential yet complex task for mathematics teachers. This study reports on the first stages of classroom discourse development of one Dutch higher secondary school mathematics teacher who had no prior experience in including classroom discourse in her teaching practice. Four lessons in analytic geometry were developed iteratively, in collaboration with the teacher. The lessons consisted of students working on a mathematical problem plus classroom discourse concerning students’ different so

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Kim, Young Rae, and Mi Sun Park. "Creating a Virtual World for Mathematics." Journal of Education and Training Studies 6, no. 12 (2018): 172. http://dx.doi.org/10.11114/jets.v6i12.3601.

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A virtual world was created using the popular sandbox game Minecraft to support the development of preservice teachers’ knowledge for teaching mathematics. Preservice teachers explored the virtual world for a geometry activity involving area and volume problems. They then discussed how this integration of technology could support students’ effective learning of mathematics in a meaningful way. The findings of the study demonstrated that to a certain extent the Minecraft activity supported the transfer of knowledge from preservice teachers’ mathematics content knowledge to their mathematics ped

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Wohlhuter, Kay A., and Penelope H. Dunham. "Connecting Research to Teaching: Geometry Classroom Pictures: What's Developing?" Mathematics Teacher 91, no. 7 (1998): 606–9. http://dx.doi.org/10.5951/mt.91.7.0606.

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In the NCTM's curriculum standards, teachers find a clear vision of mathematics classrooms as rich environments where students can explore, conjecture, reason logically, and connect mathematics with the real world. The Standards’ vision assumes that teachers will use strategies that promote students’ active participation in the learning process. For geometry, especially, those strategies should include activities that foster the interplay of deductive and inductive reasoning (NCTM 1989).

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Sriningsih, Riry, Dewi Murni, and Helma Helma. "PENINGKATAN KETERAMPILAN GURU SEKOLAH DASAR MENGGUNAKAN MEDIA INTERAKTIF UNTUK MATERI GEOMETRI DAN PECAHAN." Pelita Eksakta 1, no. 1 (2018): 15. http://dx.doi.org/10.24036/pelitaeksakta/vol1-iss1/4.

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Based on observations, questionnaires and discussions with some of teacher of elementary school found many problems geometric and fraction material. The problems are: 1. In general, teachers have not used interactive media in explaining mathematic materials, so students are difficult to understand the subject, 2. Teachers have not yet facilitated various learning styles of students, 3. Students' assumptions on difficult mathematical subjects (full of numbers and symbols), so they are phobic with math, 4. Teachers urgently need the consolidation of geometrical and fraction materials through the

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Aqib, Mohammad Auzai. "Analisis Level Berpikir Geometri Guru MI Ditinjau dari Jenis Kelamin." eL Bidayah: Journal of Islamic Elementary Education 1, no. 1 (2019): 45–60. http://dx.doi.org/10.33367/jiee.v1i1.682.

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One of the scopes of mathematical material for MI is geometry and measurement. So many competencies related to geometry for basic education units are their own difficulties for students. The students' difficulties in learning geometry is certainly a challenge for teachers who are given the task of teaching the subjects concerned. In essence, the teacher must have professional competence where the teacher must master the material taught. The level of mastery of the material especially geometry can be seen from the level of thinking of Van Hielle's teacher. This study aims to describe the level

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Urhan, Selin, Nazan Sezen Yuksel, and Selay Arkun Kocadere. "The evaluation of technology-based course materials developed by mathematics teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (2018): 56–65. http://dx.doi.org/10.18844/prosoc.v4i9.3042.

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The change in technology manifests itself in the restructuring of mathematics teaching and learning processes. Effective use of information and communications technology (ICT) in learning environments has gained importance. The ability to prepare technology-based course materials is currently one of the competencies of teachers. In this study, within the scope of the Erasmus+ project titled ‘Math Teachers’ Adventure of ICT Integration’, mathematics teachers were offered an online course called ‘Teaching Mathematics with GeoGebra,’ which combines geometry, algebra, graphs, statistics and calcul

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Lin, Qin, and Yumei Chen. "Deepening the Understanding of Mathematics with Geometric Intuition." Journal of Contemporary Educational Research 5, no. 6 (2021): 36–40. http://dx.doi.org/10.26689/jcer.v5i6.2214.

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Geometric intuition is one of the core concepts introduced by the new mathematical curriculum standards. It aims to use intuition and intuitive materials to deepen the understanding of mathematics in mathematical cognition activities. It does not only play a role in the learning of “graphics and geometry,’ but its’ irreplaceable role also involves the whole process of mathematics education. Therefore, if teachers can skillfully use geometric intuition in the teaching process, classroom efficiency will be greatly improved.

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Cangelosi, James S. "Development and Validation of the Underprepared Mathematics Teacher Assessment." Journal for Research in Mathematics Education 19, no. 3 (1988): 233–45. http://dx.doi.org/10.5951/jresematheduc.19.3.0233.

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Formative validation methods were used with over 90 mathematics teachers in Utah to design an assessment of the mathematical and mathematics teaching cognitive competencies of underprepared middle and secondary school mathematics teachers. The resulting written-response test produces a score for each of 12 subtests: mathematics teaching methods, number theory, algebra, geometry, analysis, trigonometry, statistics, sets, knowledge of algorithms, comprehension of communications, conceptualization, and application. A summative validation study using 47 subjects indicated that the test is valid an

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Gutiérrez Araujo, Rafael Enrique, and Vinícius Pazuch. "Tarefas investigativas de geometria dinâmica e saberes do professor que ensina matemática: uma revisão de literatura." Jornal Internacional de Estudos em Educação Matemática 13, no. 2 (2020): 120–32. http://dx.doi.org/10.17921/2176-5634.2020v13n2p120-132.

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ResumoEste artigo reporta a revisão de literatura de uma pesquisa sobre os saberes mobilizados por um grupo de professores que ensinam matemática, em um contexto formativo, quando se engajam na elaboração de tarefas investigativas de geometria dinâmica para o ensino de geometria. O objetivo do artigo é analisar as contribuições da literatura para a elaboração de tarefas investigativas de geometria dinâmica como atividade específica do professor que ensina matemática, com foco nos saberes mobilizados nessa atividade. Para tal, optou-se por uma estratégia de busca de informação baseada na defini

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Wilmot, Dianne, and Jean Schäfer. "Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms." South African Journal of Childhood Education 5, no. 1 (2015): 23. http://dx.doi.org/10.4102/sajce.v5i1.350.

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This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enroll

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Evelina, Lyubov Nikolaevna. "Integration of knowledge while mathematical courses studying by prospective teachers of Mathematics." Samara Journal of Science 7, no. 4 (2018): 321–26. http://dx.doi.org/10.17816/snv201874307.

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The paper focuses on the main directions of integration in modern education. The basis for the examples and conclusions were fundamental studies in the field of Philosophy, Pedagogy and Mathematics. Integration as a general methodological concept in the context of the paper is more concerned with the integration of knowledge in the content of the school course of Mathematics in order to recognize and operate on them in various academic disciplines and the surrounding life. As examples of integration the author gives various concepts from different branches of mathematics (straight line, propor

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Et. al., Sudirman,. "Augmented Reality Blended Learning Instruction: The Impact on Growing Motivation, Attitudes, and Knowledge in 3D Geometry." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (2021): 674–83. http://dx.doi.org/10.17762/turcomat.v12i4.552.

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The COVID 19 pandemic promotes several new technological products to facilitate learning process. However, there are still few studies on the integration of Augmented Reality (AR) technology into Blended Learning (BL), particularly on the education of prospective mathematics teachers. This research examines the effect of using augmented reality blended learning during the COVID 19 epidemic on 3D geometry, as well as the learning motivation and attitudes. 15 prospective teachers, including 4 males and 11 females, at one of Indonesia's private universities were engaged in to determine how 3D geo

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Pietropaolo, Ruy Cesar, and Maria Cristina Araújo de Oliveira. "Geometry and Technical Drawing in the Secondary School Journal: knowledge for teaching (1957 to 1963)." Jornal Internacional de Estudos em Educação Matemática 13, no. 3 (2021): 232–37. http://dx.doi.org/10.17921/2176-5634.2020v13n3p232-237.

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AbstractThis study presents an analysis of articles on Mathematics and Technical Drawing, published in the Brazilian Secondary School Journal, between 1957 and 1963, in order to provide a panorama of theoretical and practical recommendations, emphasized and defended in these papers, regarding to teaching and learning processes of notions, concepts and procedures relative to geometry and especially whether the History of Mathematics was used a tool for teaching and learning Mathematics. This journal has been structured as a teacher training esource, as it has emerged in a context in which the l

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Galiakberova, A. A., E. Kh Galyamova, and S. N. Matveev. "Methodological basis for designing a digital simulator of pedagogical activities." Vestnik of Minin University 8, no. 3 (2020): 2. http://dx.doi.org/10.26795/2307-1281-2020-8-3-2.

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Introduction. The article presents the foundations of the concept of a digital simulator of pedagogical activity. Its characteristics allow us to see the possibilities of modeling pedagogical activity from the point of view of implementing the principles of the activity approach. The purpose of this research is to create a concept and methodological toolkit as a plot composition for programming a simulator of pedagogical activities for teaching to solve geometric problems. The content of one of the storylines on the topic “Orthocenter of a triangle” is shownMaterials and Methods. The modern sy

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Manouchehri, Azita, Mary C. Enderson, and Lyle A. Pugnucco. "Exploring Geometry with Technology." Mathematics Teaching in the Middle School 3, no. 6 (1998): 436–42. http://dx.doi.org/10.5951/mtms.3.6.0436.

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The study of geometry in grades 5-8 should incorporate opportunities for students to engage in exploring and analyzing geometric shapes to conjecture about geometric relationships through data collection and model construction, according to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). In this fashion, students will develop an intuitive understanding of geometric concepts and learn to reason formally and informally. Moreover, it is hoped that through such processes, students will formulate relevant definitions and theorems. The Standards document also encourages t

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Wilson, Johnnie B. "A foxy loxy and a lallapalagram." Teaching Children Mathematics 16, no. 8 (2010): 492–99. http://dx.doi.org/10.5951/tcm.16.8.0492.

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It is easy to fall into the trap of thinking that teaching mathematics should greatly differ from teaching language arts. The subjects are usually scheduled separately in the school day. Classroom teachers at Munich International School in Starnberg, Bavaria, Germany, did not pay much attention to what language means to learning and teaching mathematics—until their geometry students offered language surprises that reminded their teachers how important language is.

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Jupri, Al, Sumanang Muhtar Gozali, and Dian Usdiyana. "AN ANALYSIS OF A GEOMETRY LEARNING PROCESS: THE CASE OF PROVING AREA FORMULAS." Prima: Jurnal Pendidikan Matematika 4, no. 2 (2020): 154. http://dx.doi.org/10.31000/prima.v4i2.2619.

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Geometry is one of the courses in the curriculum for students of prospective mathematics teachers that can develop deductive thinking ability. The question is, how is the learning and teaching process of the geometry course implemented so as to develop this deductive thinking ability? This research, therefore, aims to investigate the learning and teaching process of a geometry course for prospective mathematics teachers. For reaching these aims, this qualitative study was conducted through observations on the learning process and the written test of a geometry course, for the case of area form

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Lelinge, Balli, and Christina Svensson. "TEACHERS’ AWARENESS AND UNDERSTANDING OF STUDENTS’ CONTENT KNOWLEDGE OF GEOMETRIC SHAPES." Problems of Education in the 21st Century 78, no. 5 (2020): 777–98. http://dx.doi.org/10.33225/pec/20.78.777.

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Few research studies have been conducted in a primary school in early mathematical education about the teaching of geometry. This research aims to contribute with knowledge of how teachers’ awareness and understanding of necessary conditions to enhance students’ abilities to discern two- and three-dimensional shapes develop. In this research, qualitative methods were used to analyse data from a lesson study in grade 4 in the subject of mathematics. Data were primarily collected through audio-recorded conversations with teachers before and after the lesson, and the results of students’ pre- and

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Romeiro, Iraji Oliveira, and Vanessa Dias Moretti. "The Movement of Teachers’ Theoretical Thinking about the Concept of Fraction and the Meaning Attributed to Teaching Materials: An Example of Multiplication with Fractions." Acta Scientiae 23, no. 1 (2021): 1–29. http://dx.doi.org/10.17648/acta.scientiae.5905.

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Background: In recent years, many states and municipalities have adopted official teaching materials to guide teacher practice. However, the relationship between the use of these materials and the continuing education of in-service teachers has been little investigated. Objective: To analyse how the development of the theoretical thinking of teachers about the multiplication of fractions impacts the choice, use, or adequacy of teaching materials. Design: The theoretical and methodological foundation is based on the historical-cultural perspective seeking, in the investigation of human activity

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Thompson, Denisse R. "Connecting Research to Teaching: Learning and Teaching Indirect Proof." Mathematics Teacher 89, no. 6 (1996): 474–82. http://dx.doi.org/10.5951/mt.89.6.0474.

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Proof! It is the heart of mathematics as individuals explore, make conjectures, and try to convince themselves and others about the truth or falsity of their conjecture. In fact, proving is one of the main aspects of mathematical behavior and “most clearly distinguishes mathematical behavior from scientific behavior in other disciplines” (Dreyfus et al. 1990, 126). By its nature, proof should promote understanding and thus should be an important part of the curriculum (Hanna 1995). Yet students and teachers often find the study of proof difficult, and a debate within mathematics education is c

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Margaret Mohr-Schroeder, Robert N. Ronau, Susan Peters, Carl W. Lee, and William S. Bush. "Predicting Student Achievement Using Measures of Teachers' Knowledge for Teaching Geometry." Journal for Research in Mathematics Education 48, no. 5 (2017): 520. http://dx.doi.org/10.5951/jresematheduc.48.5.0520.

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Pinho, José Luiz Rosas, and Méricles Thadeu Moretti. "Using Dynamical Geometry Softwares in the study of Plane Geometry: potentialities and limitations." Acta Scientiae 22, no. 5 (2020): 25–43. http://dx.doi.org/10.17648/acta.scientiae.5870.

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Background: Some inconsistencies that appeared when teaching Geometry - using Dynamical Geometry Softwares - to Mathematics undergraduate students, inspired this work . Objectives: To stress the potentialities and, specially, the limitations of Dynamical Geometry Softwares in order of using it correctly by teachers, pre-service teachers and students for learning and teaching situations and investigations in Geometry. Design: Critical analysis study of situations, with examples produced using Dynamical Geometry Softwares, in order to reveal some inconsistencies with respect to the theory. In pa

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