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Sample records for specific mathematics teaching

  1. The Effectiveness of Computer-Assisted Instruction for Teaching Mathematics to Students with Specific Learning Disability

    Science.gov (United States)

    Stultz, Sherry L.

    2013-01-01

    Using computers to teach students is not a new idea. Computers have been utilized for educational purposes for over 80 years. However, the effectiveness of these programs for teaching mathematics to students with specific learning disability is unclear. This study was undertaken to determine if computer-assisted instruction was as effective as…

  2. Mathematical knowledge in teaching

    CERN Document Server

    Rowland, Tim

    2011-01-01

    This book examines issues of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing approaches to characterizing, assessing and developing mathematical knowledge for teaching.

  3. Dilemma in Teaching Mathematics

    Science.gov (United States)

    Md Kamaruddin, Nafisah Kamariah; Md Amin, Zulkarnain

    2012-01-01

    The challenge in mathematics education is finding the best way to teach mathematics. When students learn the reasoning and proving in mathematics, they will be proficient in mathematics. Students must know mathematics before they can apply it. Symbolism and logic is the key to both the learning of mathematics and its effective application to…

  4. Mathematics Teaching as Praxis

    Science.gov (United States)

    Grootenboer, Peter; Edwards-Groves, Christine

    2014-01-01

    In this paper we argue that mathematics teaching can be conceptualised as a form of praxis. Viewing mathematics teaching as praxis foregrounds the moral nature of teaching and the educational practices that are developed in response to the educational needs in particular sites. The case for praxis in mathematics education is then made by drawing…

  5. Mathematics Teaching Today

    Science.gov (United States)

    Martin, Tami S.; Speer, William R.

    2009-01-01

    This article describes features, consistent messages, and new components of "Mathematics Teaching Today: Improving Practice, Improving Student Learning" (NCTM 2007), an updated edition of "Professional Standards for Teaching Mathematics" (NCTM 1991). The new book describes aspects of high-quality mathematics teaching; offers a model for observing,…

  6. Teaching mathematics using excel

    OpenAIRE

    Bonello, Mary Rose; Camilleri, Silvana

    2004-01-01

    'Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning.' (Principles and Standards for School Mathematics-NCTM April 2000)

  7. Teaching Mathematics as Agape

    Science.gov (United States)

    Amidon, Joel C.

    2011-01-01

    What happens when the problem of inequitable access to mathematics is addressed by agape (pronounced agapa) or attending to the relationships students develop with mathematics? To respond to this question, this paper offers a description of the journey towards teaching mathematics as agape. First, I organized examples of equity pedagogy around the…

  8. How to teach mathematics

    CERN Document Server

    Krantz, Steven G

    2015-01-01

    This third edition is a lively and provocative tract on how to teach mathematics in today's new world of online learning tools and innovative teaching devices. The author guides the reader through the joys and pitfalls of interacting with modern undergraduates-telling you very explicitly what to do and what not to do. This third edition has been streamlined from the second edition, but still includes the nuts and bolts of good teaching, discussing material related to new developments in teaching methodology and technique, as well as adding an entire new chapter on online teaching methods.

  9. Teaching secondary mathematics

    CERN Document Server

    Rock, David

    2013-01-01

    Solidly grounded in up-to-date research, theory and technology,?Teaching Secondary Mathematics?is a practical, student-friendly, and popular text for secondary mathematics methods courses. It provides clear and useful approaches for mathematics teachers, and shows how concepts typically found in a secondary mathematics curriculum can be taught in a positive and encouraging way. The thoroughly revised fourth edition combines this pragmatic approach with truly innovative and integrated technology content throughout. Synthesized content between the book and comprehensive companion websi

  10. Insights into teaching mathematics

    CERN Document Server

    Orton, Anthony

    2004-01-01

    Providing essential guidance and background information about teaching mathematics, this book is intended particularly for teachers who do not regard themselves as specialists in mathematics. It deals with issues of learning and teaching, including the delivery of content and the place of problems and investigations. Difficulties which pupils encounter in connection with language and symbols form important sections of the overall discussion of how to enhance learning. The curriculum is considered in brief under the headings of number, algebra, shape and space, and data handling, and special at

  11. CONTEMPORARY TEACHING AIDS IN TEACHING MATHEMATICS

    OpenAIRE

    Sead Rešić; Eldina Atić

    2014-01-01

    In this research, the application of contemporary teaching aids in Mathematics teaching in elementary school was analyzed from the aspect of teachers, students and parents. The application of contemporary teaching aids in Mathematics teaching was analyzed through a sample of 100 students, and attitudes about the aids were examined from the points of view of students, teachers and parents. In this research, descriptive method, questionnaire and test were used. Results of the resear...

  12. The practice of teaching mathematics

    OpenAIRE

    Hefendehl-Hebeker, Lisa

    1998-01-01

    The practice of teaching mathematics : experimental conditions of change. - In: The culture of the mathematics classroom / ed. by Falk Seeger .... - Cambridge u.a. : Cambridge Univ. Press, 1998. - S. 104-124

  13. Teaching Mathematics to Civil Engineers

    Science.gov (United States)

    Sharp, J. J.; Moore, E.

    1977-01-01

    This paper outlines a technique for teaching a rigorous course in calculus and differential equations which stresses applicability of the mathematics to problems in civil engineering. The method involves integration of subject matter and team teaching. (SD)

  14. Teaching Mathematics in Geography Degrees

    Science.gov (United States)

    Bennett, Robert

    1978-01-01

    Examines ways of developing college students' motivation for mathematical training; describes the type of mathematical knowledge required in the geography discipline; and explores an applied approach to mathematics teaching based on a systems concept. For journal availability, see SO 506 224. (Author/AV)

  15. The Integration of technology in teaching mathematics

    Science.gov (United States)

    Muhtadi, D.; Wahyudin; Kartasasmita, B. G.; Prahmana, R. C. I.

    2017-12-01

    This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching practice taught school and became characteristic of teaching method by using the mathematical software. ICT-based learning environment has been the demands in practice learning to build a more effective approach to the learning process of students. Also, this paper presents the results of research on learning mathematics in middle school that shows the influence of design teaching on knowledge of math content specifically.

  16. Humanizing the Teaching of Mathematics.

    Science.gov (United States)

    Guting, R.

    1980-01-01

    The author shows how the teaching of mathematics may be adapted so that it is "humanized." It is asserted that the standard mathematics program "...appeals to the intellect, but attaches no value to other human qualities such as emotions and ethical character." (MP)

  17. Innovative methods in teaching mathematics

    OpenAIRE

    Чепелева, Т. И.

    2013-01-01

    The report outlines the main directions of innovation in the teaching of higher mathematics at the university. The basic technological approach is suggested when creating lecture presentations such as their color characteristics of fonts, the amount of information on a slide, etc., which is based on teaching experience and is suitable for development of other educational presentations.

  18. What Software to Use in the Teaching of Mathematical Subjects?

    Science.gov (United States)

    Berežný, Štefan

    2015-01-01

    We can consider two basic views, when using mathematical software in the teaching of mathematical subjects. First: How to learn to use specific software for the specific tasks, e. g., software Statistica for the subjects of Applied statistics, probability and mathematical statistics, or financial mathematics. Second: How to learn to use the…

  19. Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-efficacy Beliefs towards Mathematics and Mathematics Teaching

    OpenAIRE

    Unlu, Melihan; Ertekin, Erhan; Dilmac, Bulent

    2017-01-01

    The purpose of the research is to investigate the relationships betweenself-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacybeliefs toward mathematics teaching, mathematics teaching anxiety variables andtesting the relationships between these variables with structural equationmodel. The sample of the research, which was conducted in accordance withrelational survey model, consists of 380 university students, who studied atthe department of Elementary Mathematics Educ...

  20. Mathematics Teaching and Inclusion

    DEFF Research Database (Denmark)

    This volume contains the proceedings of the 3rd Nordic Research Conference on Special Needs Education in Mathematics, which took place in Rebild organised by Aalborg University in November 23-25, 2005. The theme of the conference was Mathematics Education and Inclusion. The conference theme...

  1. CLASSICS On Teaching Mathematics

    Indian Academy of Sciences (India)

    give a better and more correct idea of modern mathematics than whole volumes of the. Bourbaki ... The de-geometrisation of mathematical education and the divorce from physics sever these ties. ... is their traditional national trait. I do not ...

  2. Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-Efficacy Beliefs towards Mathematics and Mathematics Teaching

    Science.gov (United States)

    Unlu, Melihan; Ertekin, Erhan; Dilmac, Bulent

    2017-01-01

    The purpose of the research is to investigate the relationships between self-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacy beliefs toward mathematics teaching, mathematics teaching anxiety variables and testing the relationships between these variables with structural equation model. The sample of the research, which…

  3. Reflective Awareness in Mathematics Teachers' Learning and Teaching

    Science.gov (United States)

    Chapman, Olive

    2015-01-01

    The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness…

  4. Understanding the Chinese Approach to Creative Teaching in Mathematics Classrooms

    Science.gov (United States)

    Niu, Weihua; Zhou, Zheng; Zhou, Xinlin

    2017-01-01

    Using Amabile's componential theory of creativity as a framework, this paper analyzes how Chinese mathematics teachers achieve creative teaching through acquiring in-depth domain-specific knowledge in mathematics, developing creativity-related skills, as well as stimulating student interest in learning mathematics, through well-crafted,…

  5. Teaching Mathematical Modeling in Mathematics Education

    Science.gov (United States)

    Saxena, Ritu; Shrivastava, Keerty; Bhardwaj, Ramakant

    2016-01-01

    Mathematics is not only a subject but it is also a language consisting of many different symbols and relations. Taught as a compulsory subject up the 10th class, students are then able to choose whether or not to study mathematics as a main subject. The present paper discusses mathematical modeling in mathematics education. The article provides…

  6. Linking Preservice Teachers' Mathematics Self-Efficacy and Mathematics Teaching Efficacy to Their Mathematical Performance

    Science.gov (United States)

    Bates, Alan B.; Latham, Nancy; Kim, Jin-ah

    2011-01-01

    This study examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self-Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs…

  7. Prospective Secondary Mathematics Teachers' Perspectives and Mathematical Knowledge for Teaching

    Science.gov (United States)

    Karagöz-Akar, Gülseren

    2016-01-01

    This study investigated the relationship between prospective secondary mathematics teachers' perspectives and their mathematical knowledge for teaching in action. Data from two prospective teachers' practice-teachings, one in geometry and one in algebra, their lesson plans and self-reflections were analyzed with Teacher Perspectives and Knowledge…

  8. A Preservice Mathematics Teacher's Beliefs about Teaching Mathematics with Technology

    Science.gov (United States)

    Belbase, Shashidhar

    2015-01-01

    This paper analyzed a preservice mathematics teacher's beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer's Sketchpad, and statistical data…

  9. New Challenges in the Teaching of Mathematics.

    Science.gov (United States)

    Bourguignon, Jean Pierre

    The manifold but discrete presence of mathematics in many objects or services imposes new constraints to the teaching of mathematics. If citizens need to be comfortable in various situations with a variety of mathematical tools, the learning of mathematics requires that one starts with simple concepts. This paper proposes some solutions to solve…

  10. Why Teach mathematics to Adults?

    DEFF Research Database (Denmark)

    Johansen, Lene Østergaard

    2008-01-01

    teachers. I distinguish analytically between three different discourses. The Political Discourse, The Curriculum Planner Discourse and The Mathematics Teachers Discourse. The discourses are analysed separately and I distinguish between explicit reasons and implicit reasons.       In the thesis I construct...... a framework or a tool for my analysis of the three discourses, which consists of three elements. I identify the explicit reasons asking the question "Why teach mathematics to adults?" to the texts of each discourse. To identify the implicit reasons, I assume that it is necessary to construct a need...... in all areas of life increases considerably with good (functional/basic) numeracy skills.    The analysis of the implicit reasons shows that the politicians construct a need for education through the way they talk about the demands of the labour market, the demands of the educational system, the demands...

  11. Teaching mathematics to able children

    CERN Document Server

    Koshy, Valsa

    2012-01-01

    This book enables teachers to effectively meet the needs of their most able mathematicians. Using a tried and tested set of principles developed and used by The Able Children's Education Unit at Brunel University, the author demonstrates how to: identify high mathematical ability in a pupil, plan suitably challenging activities and teach them most effectively within the existing National Numeracy framework, make the most of the classroom resources available, including ICT and external agencies, implement strategies for differentiation, illustrated with real-life classroom examples. Ac

  12. Learning the Work of Ambitious Mathematics Teaching

    Science.gov (United States)

    Anthony, Glenda; Hunter, Roberta

    2013-01-01

    "Learning the Work of Ambitious Mathematics" project was developed to support prospective teachers learn the work of ambitious mathematics teaching. Building on the work of U.S. researchers in the "Learning in, from, and for Teaching Practice" project, we investigate new ways to make practice studyable within the university…

  13. Authentic Teaching Experiences in Secondary Mathematics Methods

    Science.gov (United States)

    Stickles, Paula R.

    2015-01-01

    Often secondary mathematics methods courses include classroom peer teaching, but many pre-service teachers find it challenging to teach their classmate peers as there are no discipline issues and little mathematical discourse as the "students" know the content. We will share a recent change in our methods course where pre-service…

  14. Collegiate Mathematics Teaching: An Unexamined Practice

    Science.gov (United States)

    Speer, Natasha M.; Smith, John P., III; Horvath, Aladar

    2010-01-01

    Though written accounts of collegiate mathematics teaching exist (e.g., mathematicians' reflections and analyses of learning and teaching in innovative courses), research on collegiate teachers' actual classroom teaching practice is virtually non-existent. We advance this claim based on a thorough review of peer-reviewed journals where scholarship…

  15. The Multiple Intelligences Teaching Method and Mathematics ...

    African Journals Online (AJOL)

    The Multiple Intelligences teaching approach has evolved and been embraced widely especially in the United States. The approach has been found to be very effective in changing situations for the better, in the teaching and learning of any subject especially mathematics. Multiple Intelligences teaching approach proposes ...

  16. Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education

    Science.gov (United States)

    Papadakis, Stamatios; Kalogiannakis, Michail; Zaranis, Nicholas

    2017-01-01

    The present study investigates and compares the influence of teaching Realistic Mathematics on the development of mathematical competence in kindergarten. The sample consisted of 231 Greek kindergarten students. For the implementation of the survey, we conducted an intervention, which included one experimental and one control group. Children in…

  17. PROFICIENT CLASSROOM MANAGEMENT THROUGH FOCUSED MATHEMATIC TEACHING

    Directory of Open Access Journals (Sweden)

    Marcus Samuelsson

    2017-12-01

    Full Text Available A not entirely unusual position among teachers is that they believe that they must first establish a peaceful classroom before they can begin to teach the subject. This research, shows how a proficient mathematics teacher teaches his subject and thereby creates a quiet and focused classroom and exerts effective leadership, just by teaching mathematics. The researchers observed a male mathematics teacher for almost half a year, i.e. one semester. The results of research present several patterns that the researchers saw during the observations of his teaching. The teacher showed an interest in each student’s mathematical thinking and expressed explicitly how students were expected to learn mathematics. He also directed students’ attention to mathematics and established a culture where all solutions were important in the teaching process. In the teaching process, he used multiple representations to motivate students and a lot of supportive expressions that made them feel that they were able to learn mathematics. He worked patiently to establish structures, and there was almost no disruptive behaviour. Students simply did not have time to interfere because they were so engaged in learning mathematics.

  18. Secondary School Mathematics Teachers' Attitude in Teaching Mathematics

    OpenAIRE

    Mulugeta Atnafu

    2014-01-01

    The purpose of this study was to examine Addis Ababa secondary school mathematics teachers’ attitude in teaching mathematics. 148 mathematics teachers were selected using cluster sampling from Addis Ababa administration region. The study used survey method of data collection and it includes both quantitative and qualitative research methods. From the independent t-test, ANOVA, tukey test and regression analysis, some of the results obtained were: the majority of the secondary school mathemati...

  19. ICT- The Educational Programs in Teaching Mathematics

    Directory of Open Access Journals (Sweden)

    Dance Sivakova

    2017-08-01

    Full Text Available The range of information and communication technology in teaching mathematics is unlimited. Despite numerous researches about the opportunities and application of the ICT in teaching mathematics and in the world, however, many aspects remain unexplored. This research comes to knowledge that will be applicable to the educational practice. The findings will serve as motivation for more frequent use of the ICT in teaching mathematics from first to fifth grade as a mean for improving of the educational process. Through application of the ICT in the educational programs in teaching mathematics the technological improved practice is investigated and discussed and it helps overcoming of the challenges that arise when trying to integrate the ICT in the educational curricula in mathematics. The biggest challenge are the findings about the possibilities of the application of the ICT in the educational programs in math from first to fifth grade as well as their dissemination, all aimed to improving of teaching mathematics from the first to the fifth grade. The application of the most ICT in the educational programs of mathematics affects the training of the students for easier adoption of the mathematical concepts and the mathematical procedures and in the easier identification and resolving problem situations.

  20. Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity

    Science.gov (United States)

    Crisan, Cosette; Rodd, Melissa

    2017-01-01

    A non-specialist teacher of mathematics is a school teacher who qualified to teach in a subject other than mathematics yet teaches mathematics to students in secondary school. There is an emerging interest internationally in this population, a brief report of which is given in the paper. Because of concerns about the quality of non-specialists'…

  1. Making Meaning of Creativity and Mathematics Teaching

    DEFF Research Database (Denmark)

    Misfeldt, Morten

    2014-01-01

    . One reason is that it is not clear what relation such creative and innovative skills have to mathematics, and how we should teach them. In this paper, I review different conceptions of creativity in mathematics education and investigate what mathematical innovation and creativity “are......Creativity and innovation are important 21st-century skills, and mathematics education contributes to the development of these skills. However, it is far from clear how we as mathematics educators should respond to the need to contribute to our students’ development of creativity and innovation......” in the mathematical classroom. I show how different conceptions of mathematical innovation and creativity dominate different parts of the mathematics education literature, and explain how these differences can be viewed as framing mathematical creativity toward different domains....

  2. TEACHING MATHEMATICAL DISCIPLINES AT THE MEDICAL UNIVERSITY

    Directory of Open Access Journals (Sweden)

    V. Ya. Gelman

    2018-01-01

    Full Text Available Introduction.In programs of training of students of medical specialties, Mathematics is a subject of basic education, i.e. non-core discipline. However, studying Mathematics is extremely important for future physicians, as recently there has been an impetuous development of mathematization in the field of health care. Today, a set of the new medical devices, the equipment and high technologies are being developed based on the mathematical modeling, analysis and forecasting. Mathematical methods are widely applied to diagnostics, development of life-support systems and the description of various biological processes both at the molecular level,  and at the level of a whole organism, its systems, bodies and tissues. The solution of many medical tasks in the field of taxonomy, genetics, and organization of medical service is impossible without knowledge of mathematics. Unfortunately, along with the evident importance of mathematical preparation for a medical profession, its need is poorly realized not only by junior students, but even by some teachers of specialized departments of medical schools.The aim of the publication is to discuss the problems that arise in the teaching of mathematical disciplines to students at a medical school and to suggest possible solutions to these problems.Methodology and research methods. The study is based on the use of modeling of the educational process. The methods of analysis, generalization and the method of expert assessments were applied in the course of the research.Results and scientific novelty. The aspects of mathematical preparation at the university are considered on the basis of the application of the multiplicative model of training quality. It is shown that the main students’ learning difficulties in Mathematics are connected with the following factors: the initial level of mathematical preparation of students and their motivation; outdated methods of Mathematics teaching and academic content

  3. Teaching English for Specific Purposes

    Directory of Open Access Journals (Sweden)

    Nijolė Netikšienė

    2011-04-01

    Full Text Available Teaching English for Specific Purposes and General English is analysed in the article. The scientific approach of a scientist M. Rosenberg is presented. The experience of teaching English for Specific Purposesat VGTU is alsopresented. The ideas and teaching methods from the classes of general English can be transferred to the classes of English for Specific Purposes.

  4. IMPROVING TEACHING MATHEMATICS USING MODERN INFORMATION TECHNOLOGIES IN FORMATION MATHEMATICAL COMPETENCE REQUIRED FUTURE SKIPPERS.

    Directory of Open Access Journals (Sweden)

    Elena Gudyreva

    2015-10-01

    Full Text Available The article is devoted to consideration of issues related to identifying the potential for teaching mathematics using network (Internet technology and the introduction of elements of distance learning into educational process of higher educational establishments of the sea profile, as well as achievement of formation of mathematical competence of students of the University generally, and of the University's Maritime profile, in particular. Based on the analysis of psychological and pedagogical literature highlights the factors that influence the increase of efficiency of independent work of students of higher educational institutions and on the formation of steady skills of self-education that ultimately leads to quality of formation of mathematical competence of a student. Specific features of teaching mathematics at the University of the sea profile. The description of the project (complex sites "KSMA. Higher mathematics navigators", who developed and used in the Kherson state Maritime Academy in the teaching of mathematics and the organization of individual techniques of distance learning, shows the simplicity and accessibility of working with complex sites, as well as the simplicity and accessibility of design "personal website", but in fact complex sites, by a teacher of any discipline of higher education. Shown, also a training process with the use of the project "KSMA. Higher mathematics navigators", analyzes the experience of teaching the course "Higher mathematics" in a higher educational institution of the marine profile with the use of a personal website, a teacher and shown positive results in students mastery of basic mathematical competencies.

  5. Challenges and Opportunities in Teaching Mathematics

    Science.gov (United States)

    Goos, Merrilyn

    2016-01-01

    At the special conference celebrating the 50th anniversary of the Australian Association of Mathematics Teachers (AAMT), the author was asked to speak about the challenges and opportunities in teaching mathematics as a stimulus for discussion of AAMT's "future directions". With an open invitation to be a little provocative, the author…

  6. The Native Language in Teaching Kindergarten Mathematics

    Science.gov (United States)

    Espada, Janet P.

    2012-01-01

    The use of the native language as a medium of instruction is believed to be the fastest and most natural route towards developing a strong foundation in mathematics literacy (Mimaropa, In D.O.No. 74, s.2009). This study examined the effect of using the native language in the teaching of kindergarten mathematics. A total of 34 five to six year old…

  7. Mathematics understanding and anxiety in collaborative teaching

    Science.gov (United States)

    Ansari, B. I.; Wahyu, N.

    2017-12-01

    This study aims to examine students’ mathematical understanding and anxiety using collaborative teaching. The sample consists of 51 students in the 7th-grade of MTs N Jeureula, one of the Islamic public junior high schools in Jeureula, Aceh, Indonesia. A test of mathematics understanding was administered to the students twice during the period of two months. The result suggests that there is a significant increase in mathematical understanding in the pre-test and post-test. We categorized the students into the high, intermediate, and low level of prior mathematics knowledge. In the high-level prior knowledge, there is no difference of mathematical understanding between the experiment and control group. Meanwhile, in the intermediate and low level of prior knowledge, there is a significant difference of mathematical understanding between the experiment and control group. The mathematics anxiety is at an intermediate level in the experiment class and at a high level in the control group. There is no interaction between the learning model and the students’ prior knowledge towards the mathematical understanding, but there are interactions towards the mathematics anxiety. It indicates that the collaborative teaching model and the students’ prior knowledge do not simultaneously impacts on the mathematics understanding but the mathematics anxiety.

  8. Mathematics Teaching Anxiety and Self-Efficacy Beliefs toward Mathematics Teaching: A Path Analysis

    Science.gov (United States)

    Peker, Murat

    2016-01-01

    The purpose of this study was to investigate the relationship between pre-service primary school teachers' mathematics teaching anxiety and their self-efficacy beliefs toward mathematics teaching through path analysis. There were a total of 250 pre-service primary school teachers involved in this study. Of the total, 202 were female and 48 were…

  9. Pre-Service Teachers' Mathematics Self-Efficacy and Mathematics Teaching Self-Efficacy

    Science.gov (United States)

    Zuya, Habila Elisha; Kwalat, Simon Kevin; Attah, Bala Galle

    2016-01-01

    Pre-service mathematics teachers' mathematics self-efficacy and mathematics teaching self-efficacy were investigated in this study. The purpose was to determine the confidence levels of their self-efficacy in mathematics and mathematics teaching. Also, the study was aimed at finding whether their mathematics self-efficacy and teaching…

  10. Rethinking Mathematics Teaching in Liberia: Realistic Mathematics Education

    Science.gov (United States)

    Stemn, Blidi S.

    2017-01-01

    In some African cultures, the concept of division does not necessarily mean sharing money or an item equally. How an item is shared might depend on the ages of the individuals involved. This article describes the use of the Realistic Mathematics Education (RME) approach to teach division word problems involving money in a 3rd-grade class in…

  11. Theoretical Basics of Teaching Discrete Mathematics

    Directory of Open Access Journals (Sweden)

    Y. A. Perminov

    2012-01-01

    Full Text Available  The paper deals with the research findings concerning the process of mastering the theoretical basics of discrete mathematics by the students of vocational pedagogic profile. The methodological analysis is based on the subject and functions of the modern discrete mathematics and its role in mathematical modeling and computing. The modern discrete mathematics (i.e. mathematics of the finite type structures plays the important role in modernization of vocational training. It is especially rele- vant to training students for vocational pedagogic qualifications, as in the future they will be responsible for training the middle and the senior level specialists in engineer- ing and technical spheres. Nowadays in different industries, there arise the problems which require for their solving both continual – based on the classical mathematical methods – and discrete modeling. The teaching course of discrete mathematics for the future vocational teachers should be relevant to the target qualification and aimed at mastering the mathematical modeling, systems of computer mathematics and computer technologies. The author emphasizes the fundamental role of mastering the language of algebraic and serial structures, as well as the logical, algorithmic, combinatory schemes dominating in dis- crete mathematics. The guidelines for selecting the content of the course in discrete mathematics are specified. The theoretical findings of the research can be put into practice whilst developing curricula and working programs for bachelors and masters’ training. 

  12. Pythagoras’ mystery in teaching mathematics

    Directory of Open Access Journals (Sweden)

    Chio, José Angel

    2011-02-01

    Full Text Available The article shows the cultural potentials of Mathematic for educating pupils. Reference is made to the mystic beliefs of Pythagoras that determined a conception of the world closely linked to the culture of

  13. Pythagoras’ mystery in teaching mathematics

    OpenAIRE

    Chio, José Angel; López, Margarita; Sarduy, Delia

    2011-01-01

    The article shows the cultural potentials of Mathematic for educating pupils. Reference is made to the mystic beliefs of Pythagoras that determined a conception of the world closely linked to the culture of

  14. Teaching Annuities to Mathematics Majors.

    Science.gov (United States)

    Smart, James R.

    1980-01-01

    This article contains a sequence of topics from the mathematics of annuities presented in a way that can be used as a brief unit on business applications at the level of intermediate or college algebra. (Author/MK)

  15. Teach the Mathematics of Mathematicians

    Directory of Open Access Journals (Sweden)

    Peter Taylor

    2018-04-01

    Full Text Available The secondary-school mathematics curriculum is narrow in scope and technical in character; this is quite different from the nature of the discipline itself. As a result, it offers little inspiration to both students and teachers, and provides students with poor preparation for university mathematics courses and indeed for life. Over the past century, recently more than ever, there have been calls for change, for a curriculum that is true to the subject of mathematics as the creation and study of patterns and structures. While there are hopeful responses to this at the elementary level, there is almost nothing at the secondary level. Ironically, it is felt that in order to prepare students for university calculus, the secondary curriculum simply has to be what it is. This is a special case of a myth that needs to be destroyed.

  16. The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers

    Science.gov (United States)

    Briley, Jason S.

    2012-01-01

    Ninety-five elementary pre-service teachers enrolled in a mathematics content course for elementary school teachers completed 3 surveys to measure mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs. The pre-service teachers who reported stronger beliefs in their capabilities to teach mathematics effectively were…

  17. Investigation of the Effects of Mathematical Thinking States of Form Teachers on Their Mathematics Teaching Anxieties

    Science.gov (United States)

    Yorulmaz, Alper; Altintas, Sedat; Sidekli, Sabri

    2017-01-01

    The state of mathematical thinking is considered to have an effect on the formation of anxiety regarding teaching mathematics. It is hypothesized that with the formation of mathematical thinking, the anxiety in teachers regarding teaching mathematics will be reduced. Since mathematical thinking is a skill acquired starting from the early years of…

  18. Teachers\\' practical rationality of mathematics teaching and ...

    African Journals Online (AJOL)

    mathematics teaching as a practice and the way that teachers learn in such a practice. Conversations during interviews with the teachers in the sample indicate that SchoÈn\\'s notion of reflection-in-action is a key to understanding how teachers use their practical rationality as they try to understand nuanced meanings of the

  19. Validating Measures of Mathematical Knowledge for Teaching

    Science.gov (United States)

    Kane, Michael

    2007-01-01

    According to Schilling, Blunk, and Hill, the set of papers presented in this journal issue had two main purposes: (1) to use an argument-based approach to evaluate the validity of the tests of mathematical knowledge for teaching (MKT), and (2) to critically assess the author's version of an argument-based approach to validation (Kane, 2001, 2004).…

  20. Approaches to teaching primary level mathematics

    Directory of Open Access Journals (Sweden)

    Caroline Long

    2014-12-01

    Full Text Available In this article we explore approaches to curriculum in the primary school in order to map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement for mathematics. The focus of school-based research has been on curriculum coverage and cognitive depth. To address the challenges of teaching mathematics from the perspective of the learner, we ask whether the learners engage with the subject in such a way that they build foundations for more advanced mathematics. We firstly discuss three approaches that inform the teaching of mathematics in the primary school and which may be taken singly or in conjunction into organising the curriculum: the topics approach, the process approach, and the conceptual fields approach. Each of the approaches is described and evaluated by presenting both their advantages and disadvantages. We then expand on the conceptual fields approach by means of an illustrative example. The planning of an instructional design integrates both a topics and a process approach into a conceptual fields approach. To address conceptual depth within this approach, we draw on five dimensions required for understanding a mathematical concept. In conclusion, we reflect on an approach to curriculum development that draws on the integrated theory of conceptual fields to support teachers and learners in the quest for improved teaching and learning.

  1. Teaching mathematics creatively in the junior secondary classes ...

    African Journals Online (AJOL)

    This paper tried to emphasize the importance of teaching mathematics with creativity in the Junior Secondary classes (JS1-3) of our education system. It was established that a mathematically creative environment like the mathematics laboratory will enhance the teaching and learning of mathematics in schools. In this study ...

  2. Teaching mathematical modelling through project work

    DEFF Research Database (Denmark)

    Blomhøj, Morten; Kjeldsen, Tinne Hoff

    2006-01-01

    are reported in manners suitable for internet publication for colleagues. The reports and the related discussions reveal interesting dilemmas concerning the teaching of mathematical modelling and how to cope with these through “setting the scene” for the students modelling projects and through dialogues......The paper presents and analyses experiences from developing and running an in-service course in project work and mathematical modelling for mathematics teachers in the Danish gymnasium, e.g. upper secondary level, grade 10-12. The course objective is to support the teachers to develop, try out...... in their own classes, evaluate and report a project based problem oriented course in mathematical modelling. The in-service course runs over one semester and includes three seminars of 3, 1 and 2 days. Experiences show that the course objectives in general are fulfilled and that the course projects...

  3. Research on Team-teaching in Mathematics Education

    OpenAIRE

    重松, 敬一; 井戸野, 佐知子; 勝美, 芳雄

    1995-01-01

    Recently, there are many classes in which at least two teachers teach mathematics in elementary and lower secondary schools. We call that kind of teaching team-teaching. In some countries, it is called co-operative teaching. In this paper, we investigate the concept of team-teaching in mathematics education implementing a questionnaire, interviews or observing classroom lessons. Today, team-teaching has been administratively systematized. For example, additive teachers are sent to local schoo...

  4. Equitable Mathematics Teaching and Learning in Practice: Exploring Students' Negotiations of Identity and Power

    Science.gov (United States)

    Harper, Frances Kay

    2017-01-01

    This dissertation builds on and extends research on the relationship between equity-minded mathematics teaching, specifically teaching mathematics for social justice, complex instruction, and project-based learning, and students' learning and identity development. Although different in their structures and strategies, equity-minded mathematics…

  5. Developing teaching material based on realistic mathematics andoriented to the mathematical reasoning and mathematical communication

    Directory of Open Access Journals (Sweden)

    Fitria Habsah

    2017-05-01

    Full Text Available This research aims to produce mathematics textbook for grade VII junior high school students based on realistic mathematics and oriented to the mathematical reasoning and mathematical communication. The quality is determined based on Nieveen criteria, including validity, practicality, and effectiveness.This study was a research and development and used Borg & Gall model. The subject of this research were the students of SMPN 2 Pujon-Kabupaten Malang, that is 30 students in an experimental class (using the developed textbook and 29 students in a control class (using BSE book from the government. The teaching material was categorized valid if the expert's judgment at least is categorized as “good”. The teaching material was categorized practical if both of teachers and students assessment at least categorized as “good”. The teaching material was categorized effectively if minimum 75% of student scores at least is categorized as “good” for the mathematical reasoning test and mathematical communication test. This research resulted in a valid, practical, and effective teaching material. The resulted of the validation show that material teaching is valid. The resulted of teachers and students assessment show that the product is practical. The tests scores show that the product is effective. Percentage of students who categorized at least as “good” is 83,33% for the mathematical reasoning and 86,67% for the mathematical communication. The resulted of statistic test shows that the product more effective than the BSE book from the government in terms of mathematical reasoning and mathematical communication.

  6. Elementary Pre-Service Teachers' Mathematics Anxiety and Mathematics Teaching Anxiety

    Science.gov (United States)

    Haciomeroglu, Guney

    2014-01-01

    The present study examined the structure of elementary pre-service teachers' mathematics anxiety and mathematics teaching anxiety by asking whether the two systems of anxiety are related. The Turkish Mathematics Anxiety Rating Scale Short Version and the Mathematics Teaching Anxiety Scale were administered to 260 elementary pre-service teachers.…

  7. Pre-Service Secondary Mathematics Teachers' Reflections on Good and Bad Mathematics Teaching

    Science.gov (United States)

    Dayal, Hem Chand

    2013-01-01

    Researchers suggest that teachers' beliefs about teaching are strongly influenced by their personal experiences with mathematics. This study aimed to explore Pacific Island pre-service secondary mathematics teachers' perceptions about good and bad mathematics teachers. Thirty pre-service teachers, enrolled in a mathematics teaching methods course…

  8. Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

    Science.gov (United States)

    DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

    2015-01-01

    Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. PMID:26250562

  9. Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants.

    Science.gov (United States)

    DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

    2015-01-01

    Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor's belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K-12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. © 2015 S. E. DeChenne et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  10. On Teaching Problem Solving in School Mathematics

    Directory of Open Access Journals (Sweden)

    Erkki Pehkonen

    2013-12-01

    Full Text Available The article begins with a brief overview of the situation throughout the world regarding problem solving. The activities of the ProMath group are then described, as the purpose of this international research group is to improve mathematics teaching in school. One mathematics teaching method that seems to be functioning in school is the use of open problems (i.e., problem fields. Next we discuss the objectives of the Finnish curriculum that are connected with problem solving. Some examples and research results are taken from a Finnish–Chilean research project that monitors the development of problem-solving skills in third grade pupils. Finally, some ideas on “teacher change” are put forward. It is not possible to change teachers, but only to provide hints for possible change routes: the teachers themselves should work out the ideas and their implementation.

  11. Computer-Assisted Mathematics Instruction for Students with Specific Learning Disability: A Review of the Literature

    Science.gov (United States)

    Stultz, Sherry L.

    2017-01-01

    This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific…

  12. The Use of the History of Mathematics in the Teaching Pre-Service Mathematics Teachers

    Science.gov (United States)

    Galante, Dianna

    2014-01-01

    Many scholars have written about using the history of mathematics in the teaching of pre-service mathematics teachers. For this study, pre-service mathematics teachers developed an electronic journal of reflections based on presentations in the history of mathematics in a secondary mathematics education course. The main purpose of the…

  13. Do Prospective Teachers Have Anxieties about Teaching Mathematics?

    Science.gov (United States)

    Yavuz, Günes

    2018-01-01

    The purpose of this study is to analyse the level of prospective classroom and mathematics teachers' anxieties about teaching mathematics. Freshman and junior prospective teachers from educational faculties of two different universities participated in this study. "Anxieties About Teaching Mathematics Scale" which was developed by Peker…

  14. Teaching Mathematics for Social Justice: Examining Preservice Teachers' Conceptions

    Science.gov (United States)

    Jong, Cindy; Jackson, Christa

    2016-01-01

    Teaching for social justice is a critical pedagogy used to empower students to be social agents in the world they live. This critical pedagogy has extended to mathematics education. Over the last decade, mathematics education researchers have conceptualized what it means to teach mathematics for social justice, but little is known about preservice…

  15. The Use of GBL to Teach Mathematics in Higher Education

    Science.gov (United States)

    Naik, Nitin

    2017-01-01

    Innovation in learning and teaching is an everyday requirement in contemporary higher education (HE), especially in challenging subjects such as mathematics. Teaching mathematics to students with limited experience of formal mathematical instruction is a good example of a demanding pedagogical undertaking where innovatory practice can help HE…

  16. Mathematics, Language, and Learning: A Longitudinal Study of Elementary Teachers and Their Mathematics Teaching Practices

    OpenAIRE

    Yeh, Cathery

    2016-01-01

    Elementary school mathematics has gained increased attention in the last few decades. A growing field of research has studied the programmatic design and development of elementary mathematics teaching in teacher education, however, few studies have examined longitudinally the mathematics teaching of novice elementary teachers. Existing longitudinal studies on elementary mathematics teaching have generally focused on the effects of teacher preparation on their beginning practices and have exam...

  17. Information Technology in University-Level Mathematics Teaching and Learning: A Mathematician's Point of View

    Science.gov (United States)

    Borovik, Alexandre

    2011-01-01

    Although mathematicians frequently use specialist software in direct teaching of mathematics, as a means of delivery e-learning technologies have so far been less widely used. We (mathematicians) insist that teaching methods should be subject-specific and content-driven, not delivery-driven. We oppose generic approaches to teaching, including…

  18. Empathic climate and learning outcomes: a study of teaching empathy in relation to mathematics learning outcomes

    OpenAIRE

    Buckley, Finian

    1993-01-01

    This study examined the influence of Empathie Teaching Climate on Mathematics Learnmg'andMathematics and General School Self-Concepts, in sateen schools in Dublin, Ireland. The study required the design development and validation of the Student-Teacher Interaction Questionnaire (STIQ), which measures specific behavioural indices of classroom Teaching Empathy. The research monitored the effects of Teaching Empathy on students (N=387) in their first year of secondary schooling, as they complete...

  19. The role of mathematics for physics teaching and understanding

    International Nuclear Information System (INIS)

    Pospiech, G; Geyer, M.A.; Eylon, B.; Bagno, E.; Lehavi, Y.

    2015-01-01

    That mathematics is the “language of physics” implies that both areas are deeply interconnected, such that often no separation between “pure” mathematics and “pure” physics is possible. To clarify their interplay a technical and a structural role of mathematics can be distinguished. A thorough understanding of this twofold role in physics is also important for shaping physics education especially with respect to teaching the nature of physics. Herewith the teachers and their pedagogical content knowledge play an important role. Therefore we develop a model of PCK concerning the interplay of mathematics and physics in order to provide a theoretical framework for the views and teaching strategies of teachers. In an exploratory study four teachers from Germany and four teachers from Israel have been interviewed concerning their views and its transfer to teaching physics. Here we describe the results from Germany. Besides general views and knowledge held by all or nearly all teachers we also observe specific individual focus depending on the teachers’ background and experiences. The results fit well into the derived model of PCK.

  20. The role of mathematics for physics teaching and understanding

    Science.gov (United States)

    Pospiech, Gesche; Eylon, BatSheva; Bagno, Esther; Lehavi, Yaron; Geyer, Marie-Annette

    2016-05-01

    -1That mathematics is the "language of physics" implies that both areas are deeply interconnected, such that often no separation between "pure" mathematics and "pure" physics is possible. To clarify their interplay a technical and a structural role of mathematics can be distinguished. A thorough understanding of this twofold role in physics is also important for shaping physics education especially with respect to teaching the nature of physics. Herewith the teachers and their pedagogical content knowledge play an important role. Therefore we develop a model of PCK concerning the interplay of mathematics and physics in order to provide a theoretical framework for the views and teaching strategies of teachers. In an exploratory study four teachers from Germany and four teachers from Israel have been interviewed concerning their views and its transfer to teaching physics. Here we describe the results from Germany. Besides general views and knowledge held by all or nearly all teachers we also observe specific individual focus depending on the teachers' background and experiences. The results fit well into the derived model of PCK.

  1. Finnish Mentor Mathematics Teachers' Views of the Teacher Knowledge Required for Teaching Mathematics

    Science.gov (United States)

    Asikainen, Mervi A.; Pehkonen, Erkki; Hirvonen, Pekka E.

    2013-01-01

    Seven Finnish mentor mathematics teachers were interviewed about their views regarding the teacher knowledge required for teaching mathematics. The results of the interviews revealed not only the teachers' spontaneous views of the knowledge base needed for effective mathematics teaching but also their views of the particular types of teacher…

  2. The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary

    Science.gov (United States)

    Riccomini, Paul J.; Smith, Gregory W.; Hughes, Elizabeth M.; Fries, Karen M.

    2015-01-01

    Vocabulary understanding is a major contributor to overall comprehension in many content areas, including mathematics. Effective methods for teaching vocabulary in all content areas are diverse and long standing. Teaching and learning the language of mathematics is vital for the development of mathematical proficiency. Students' mathematical…

  3. The Relationship between Mathematics Teachers' Teaching Approaches and 9th Grade Students' Mathematics Self

    Science.gov (United States)

    Briede, Liene

    2016-01-01

    The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students' mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachers' beliefs about effective teaching and self-reports…

  4. Fundamentals of teaching mathematics at university level

    CERN Document Server

    Baumslag, Benjamin

    2000-01-01

    This unique book presents a personal and global approach to teaching mathematics at university level. It is impressively broad in its scope, and thought-provoking in its advice. The author writes with a love of his subject and the benefit of a long and varied career. He compares and contrasts various educational systems and philosophies. Furthermore, by constantly drawing on his own experiences and those of his colleagues, he offers useful suggestions on how teachers can respond to the problems they face. This book will interest educationalists, policy advisers, administrators, lecturers, and

  5. TUTOR SUPPORT OF TEACHING MATHEMATICS WITH INFORMATION AND COMMUNICATION TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Kateryna P. Osadcha

    2017-10-01

    Full Text Available The paper describes the tutor activity in the process of mathematics teaching support on the basis of the use of information and communication technologies (ICT. The author has analysed the available Internet resources and mobile applications in mathematics, which are classified according to their functional purposes into groups: systems of mass open courses, platforms for adaptive learning, video channels, mathematical online simulators, online tasks, mathematical games, mathematical portals, online platforms, mathematical sites, mathematical online platforms, mathematical services, mobile applications in mathematics (simulators, games, generators of example, assistant programs, training complexes, calculators. In accordance with the student age categories mathematical information and communication technologies are divided into three groups: for elementary school students, secondary school students and high school students. The basic ICT tools for teaching mathematics are outlined. The algorithm for constructing tutorial classes with their application is presented.

  6. Real World Connections in High School Mathematics Curriculum and Teaching

    Directory of Open Access Journals (Sweden)

    Gökhan Karakoç

    2015-04-01

    Full Text Available Making real world connections in mathematics curricula and in teaching mathematics is generally viewed favorably within the educational community, however, little empirical research has examined how and why to use real world connections in mathematics education based on the views of experts. This study describes the feasibility of the use of real world connections according to high school mathematics teachers and academicians of mathematics education. Opinions of high school mathematics teachers (n=16 and academicians (n=8 about advantages, disadvantages, and examples of real world connections are elicited and reported. Teachers and academicians report several advantages of the use of real world connections in teaching mathematics as well as its disadvantages and limitations. Suggestions about dealing with limiting factors for using real world connections are also reported. Keywords: Mathematics curriculum, real world connections, mathematics teaching

  7. In-service and Pre-service Middle School Mathematics Teachers' Attitudes and Decisions Regarding Teaching Mathematics Using Mobile Phones

    Directory of Open Access Journals (Sweden)

    Wajeeh M. Daher

    2014-10-01

    Full Text Available Several researches examined students' mathematics learning using mobile phones, while very few researches examined mathematics teaching using this new educational tool. This research attempts to analyze in-service and pre-service teachers' attitudes and decisions regarding mathematics teaching with mobile phones using activity theory. More specifically, three case studies are analyzed in this research: One concerns an in-service teacher who used mobile phones in her class, the second case study involves a pre-service teacher who collaborated with the in-service teacher to teach mathematics lessons using mobile phones, and the third case study is about 15 pre-service teachers who were observers of the experiment but did not use mobile phones in their teaching. We held one-hour semi-structured interviews with the in-service teacher, with the leading pre-service teacher and with the group of other observer pre-service teachers. This happened three times during the academic year: at the beginning of the experiment, after three months and after it ended. The research findings indicate that different factors have an impact on the attitudes and decisions of the teacher: history of the teacher using technologies in teaching, perceptions of the teacher using technologies in teaching, community’s teacher, rules regulating the use of technologies in teaching mathematics, and division of labor. For example, questions as to who decides which technologies to use in the classroom and who should prepare the learning material for the students. Contradictions were identified in mathematics teachers' activity when utilizing mobile phones in their teaching. These contradictions hinder or slow such utilization. Community, especially its leading members, mediated and helped overcome the activity contradictions that arose throughout the experiment regarding the teaching processes in and/or out of the mathematics classroom.

  8. The role of mathematics in politics as an issue for mathematics teaching

    DEFF Research Database (Denmark)

    Sánchez, Mario; Blomhøj, Morten

    2010-01-01

    This paper presents analyses of some examples of mathematical models used in the Mexican society of today. We seek to justify why and illustrate how such examples can be included in mathematics teaching and in teacher education.......This paper presents analyses of some examples of mathematical models used in the Mexican society of today. We seek to justify why and illustrate how such examples can be included in mathematics teaching and in teacher education....

  9. Abstract Algebra for Algebra Teaching: Influencing School Mathematics Instruction

    Science.gov (United States)

    Wasserman, Nicholas H.

    2016-01-01

    This article explores the potential for aspects of abstract algebra to be influential for the teaching of school algebra (and early algebra). Using national standards for analysis, four primary areas common in school mathematics--and their progression across elementary, middle, and secondary mathematics--where teaching may be transformed by…

  10. Defining, Developing, and Measuring "Proclivities for Teaching Mathematics"

    Science.gov (United States)

    Lewis, Jennifer M.; Fischman, Davida; Riggs, Matt

    2015-01-01

    This article presents a form of teacher reasoning that we call "proclivities for teaching mathematics." We define proclivities for teaching mathematics as the beliefs, knowledge, and dispositions that are actionable in the flow of instruction, and we argue that growth in this area contributes to positive change in mathematics…

  11. Establishing Mathematics for Teaching within Classroom Interactions in Teacher Education

    Science.gov (United States)

    Ryve, Andreas; Nilsson, Per; Mason, John

    2012-01-01

    Teacher educators' processes of establishing "mathematics for teaching" in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the…

  12. What Is the Relationship between Technology and Mathematics Teaching Anxiety?

    Science.gov (United States)

    Tatar, Enver; Zengin, Yilmaz; Kagizmanli, Türkan Berrin

    2015-01-01

    The aim of this study is to determine the relationship between pre-service teachers' perceptions regarding technology use in mathematics teaching and their computer literacy levels as well as their mathematics teaching anxiety. The nonexperimental correlational research, which is included in the quantitative research approach, was used in the…

  13. Factors That Influence the Understanding of Good Mathematics Teaching

    Science.gov (United States)

    Leong, Kwan Eu

    2013-01-01

    This study explored the factors that influenced the understanding of good mathematics teaching. A mixed methodology was used investigate the beliefs of beginning secondary teachers on good mathematics teaching. The two research instruments used in this study were the survey questionnaire and an interview. Beginning teachers selected Immediate…

  14. More than Numbers: Teaching ELLs Mathematical Language in Primary Grades

    Science.gov (United States)

    Sistla, Michelle; Feng, Jay

    2014-01-01

    Teaching English Language Learners (ELL) academics while they are acquiring English language skills is a challenge for teachers. This action research examines the use of Response To Intervention (RTI) in teaching ELLs mathematical language and its effect on students' math achievement in primary grades. It shows that when mathematical language…

  15. Prospective Secondary Mathematics Teachers' Reflections on Teaching after Their First Teaching Experience

    Science.gov (United States)

    Yazgan-Sag, Gönül; Emre-Akdogan, Elçin; Argün, Ziya

    2016-01-01

    The aim of our study was to examine prospective secondary mathematics teachers' reflections about teaching after their first teaching experience. We carried out five interviews during the two semesters with four Turkish prospective secondary mathematics teachers. The data analysis suggests that prospective secondary mathematics teachers'…

  16. Establishing Validity of the Thai Mathematics Teaching Efficacy Beliefs Instrument

    Science.gov (United States)

    Matney, Gabriel; Jackson, Jack L., II.; Panarach, Yupadee

    2016-01-01

    This article presents our work in translating the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) from English to Thai and our resulting investigation of validity with Thai preservice teachers. The translation process occurred over several meetings between two U.S. mathematics educators and one Thai mathematics educator. To check for…

  17. Pre-service teachers' mathematical knowledge for teaching basic ...

    African Journals Online (AJOL)

    This study measured pre-service teachers' mathematical knowledge for teaching (MKT) basic school mathematics. MKT multiple-choice test was administered to 100 pre-service teachers from two colleges of education (located at Mampong in the Ashanti Region of Ghana) to assess their mathematical knowledge for ...

  18. Good Mathematics Teaching from Mexican High School Students' Perspective

    Science.gov (United States)

    Martinez-Sierra, Gustavo

    2014-01-01

    This paper reports a qualitative research that identifies the characteristics of good mathematics teaching from the perspective of Mexican high school students. For this purpose, the social representations of a good mathematics teacher and a good mathematics class were identified in a group of 67 students. In order to obtain information, a…

  19. Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy

    Science.gov (United States)

    Dechenne, Sue Ellen

    Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self

  20. Learners with learning difficulties in mathematics : attitudes, curriculum and methods of teaching mathematics

    OpenAIRE

    2012-01-01

    D.Ed. The aim of this theses is to find out whether there is any relationship between learners' attitudes and learning difficulties in mathematics: To investigate whether learning difficulties in mathematics are associated with learners' gender. To establish the nature of teachers' perceptions of the learning problem areas in the mathematics curriculum. To find out about the teachers' views on the methods of teaching mathematics, resources, learning of mathematics, extra curricular activit...

  1. Teaching mathematics in colleges and universities faculty edition

    CERN Document Server

    Friedberg, Solomon

    2001-01-01

    Progress in mathematics frequently occurs first by studying particular examples and then by generalizing the patterns that have been observed into far-reaching theorems. Similarly, in teaching mathematics one often employs examples to motivate a general principle or to illustrate its use. This volume uses the same idea in the context of learning how to teach: By analyzing particular teaching situations, one can develop broadly applicable teaching skills useful for the professional mathematician. These teaching situations are the Case Studies of the title. Just as a good mathematician seeks bot

  2. Mathematics in Finance and Economics: Importance of Teaching Higher Order Mathematical Thinking Skills in Finance

    Science.gov (United States)

    Tularam, Gurudeo Anand

    2013-01-01

    This paper addresses the importance of teaching mathematics in business and finance schools of tertiary institutions of Australia. The paper explores the nature of thinking and reasoning required for advancement financial or economic studies involves the use of higher order thinking and creativity skills (HOTS) for teaching in mathematics classes.…

  3. Investigating Alignment between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding

    Science.gov (United States)

    Jansen, Amanda; Berk, Dawn; Meikle, Erin

    2017-01-01

    In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher…

  4. The Language of Teaching Mathematics: Implications for Training ITAs.

    Science.gov (United States)

    Byrd, Patricia; Constantinides, Janet C.

    1992-01-01

    Because of national concern about the effect of having basic college mathematics courses taught by so many international teaching assistants whose English skills may be limited, this paper reports on the use of language in teaching by regular college faculty, rather than teaching assistants, at Georgia State University. (eight references)…

  5. Validation of an instrument for mathematics enhancement teaching efficacy of Pacific Northwest agricultural educators

    Science.gov (United States)

    Jansen, Daniel J.

    Teacher efficacy continues to be an important area of study in educational research. This study tested an instrument designed to assess the perceived efficacy of agricultural education teachers when engaged in lessons involving mathematics instruction. The study population of Oregon and Washington agricultural educators utilized in the validation of the instrument revealed important demographic findings and specific results related to teacher efficacy for the study population. An instrument was developed from the assimilation of three scales previously used and validated in efficacy research. Participants' mathematics teaching efficacy was assessed using a portion of the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), and personal mathematics efficacy was evaluated by the mathematics self-belief instrument which was derived from the Betz and Hackett's Mathematics Self-Efficacy Scale. The final scale, the Teachers' Sense of Efficacy Scale (TSES) created by Tschannen-Moran and Woolfolk Hoy, examined perceived personal teaching efficacy. Structural equation modeling was used as the statistical analyses tool to validate the instrument and examine correlations between efficacy constructs used to determine potential professional development needs of the survey population. As part of the data required for validation of the Mathematics Enhancement Teaching Efficacy instrument, demographic information defining the population of Oregon and Washington agricultural educators was obtained and reported. A hypothetical model derived from teacher efficacy literature was found to be an acceptable model to verify construct validity and determine strength of correlations between the scales that defined the instrument. The instrument produced an alpha coefficient of .905 for reliability. Both exploratory and confirmatory factor analyses were used to verify construct and discriminate validity. Specifics results related to the survey population of agricultural educators

  6. Linking Teaching in Mathematics and the Subjects of Natural Science

    DEFF Research Database (Denmark)

    Michelsen, Claus

    2017-01-01

    teaching programs. This is partly due to the lack of a framework for integrating productive ideas across the disciplines. This paper focus on how to grasp the challenges of an interdisciplinary approach to teaching in mathematics and the subjects of natural science. Based on contemporary mathematics...... and science education we design a didactical framework for interdisciplinary teaching centered on modeling activities across mathematics and the disciplines of natural science. To exemplify the potential of the framework we present a case study of an intensive in-service teacher-training program...... for mathematics and biology teachers. The teachers were presented to the didactical framework and in pairs of two, one mathematics teacher and one biology teacher; they designed and implemented interdisciplinary mathematicsbiology teaching sequences. The teachers’ reports on their development and implementation...

  7. Mathematics-for-teaching: Insights from the case of annuities

    Directory of Open Access Journals (Sweden)

    Craig Pournara

    2014-11-01

    Full Text Available Shulman’s notations of subject matter knowledge (SMK and pedagogical content knowledge (PCK have been very influential in education research on teachers’ knowledge for teaching. However, there is little empirical evidence in support of these as separate analytical constructs. Furthermore, attempts to distinguish SMK and PCK highlight the complex and multidimensional nature of teachers’ knowledge and hence the difficulty of separating SMK and PCK. The author adopts the notion of mathematics-for-teaching (MfT and argues that teachers’ knowledge for teaching annuities comprises knowledge of mathematical aspects, knowledge of pedagogical aspects and contextual knowledge of finance. Drawing from a larger study in which the author taught a financial mathematics course to pre-service secondary mathematics teachers, four examples of teachers’ knowledge for teaching annuities are identified, each of which illustrates how knowledge of mathematics, knowledge of pedagogy and contextual knowledge of finance are intertwined.

  8. Mathematics Teachers' Use of Ethnomathematics Approach in Mathematics Teaching in Edo State

    Science.gov (United States)

    Aikpitanyi, Lucky Aiwuyor; Eraikhuemen, Lucy

    2017-01-01

    The study investigated mathematics teachers' use of ethnomathematics approach to teaching. Descriptive survey research was used with a target population of all mathematics teacher in all public secondary schools in Oredo, Egor and Ikpoba-Okha local government areas of Edo State out of which 121 mathematics teachers in 42 randomly selected public…

  9. Effects of an Additional Mathematics Content Course on Elementary Teachers' Mathematical Beliefs and Knowledge for Teaching

    Science.gov (United States)

    Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Hart, Lynn C.; Haardorfer, Regine

    2012-01-01

    This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…

  10. Attitudes of Mathematics Teachers toward Using Smart Board in Teaching Mathematics

    Science.gov (United States)

    Muhanna, Wafa; Nejem, Khamis Mousa

    2013-01-01

    This study aimed at investigating the attitudes of mathematics teachers toward using a smart board in teaching mathematics and also to determine the effect of gender, experience, and qualification of teachers on their attitudes. The sample of this study consisted of 74 mathematics teachers--35 males and 39 females--from private schools in Amman…

  11. Mathematical knowledge for teaching: Making the tacit more explicit in mathematics teacher education

    Science.gov (United States)

    Abdullah, Mohd Faizal Nizam Lee; Vimalanandan, Lena

    2017-05-01

    Teaching practice during school based experiences, afford an opportunity for pre service teachers to put into practice their knowledge for teaching mathematics. Like all knowledge, Mathematical Knowledge for Teaching (MKT) is held in both tacit and explicit form, making it especially difficult to study and map during instruction. This study investigates the tacit and explicit nature of MKT held by pre service teachers in a Malaysian Teacher Education Program and how it impacts the Mathematical Quality of their instruction (MQI). This study of three mathematics pre-service teachers (PSTs), utilised videos of mathematics lessons, reflective debriefs and interviews. The findings suggest that factors such as reflecting, peer-sharing, conferencing with mentors and observing support in making tacit knowledge more explicit during planning and instruction. Implications for preparation of mathematics teachers capable of high Mathematical Quality of Instruction are also discussed.

  12. Technological pedagogical content knowledge of junior high school mathematics teachers in teaching linear equation

    Science.gov (United States)

    Wati, S.; Fitriana, L.; Mardiyana

    2018-04-01

    Linear equation is one of the topics in mathematics that are considered difficult. Student difficulties of understanding linear equation can be caused by lack of understanding this concept and the way of teachers teach. TPACK is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches and supported by the right technology tools. This study aims to identify TPACK of junior high school mathematics teachers in teaching linear equation. The method used in the study was descriptive. In the first phase, a survey using a questionnaire was carried out on 45 junior high school mathematics teachers in teaching linear equation. While in the second phase, the interview involved three teachers. The analysis of data used were quantitative and qualitative technique. The result PCK revealed teachers emphasized developing procedural and conceptual knowledge through reliance on traditional in teaching linear equation. The result of TPK revealed teachers’ lower capacity to deal with the general information and communications technologies goals across the curriculum in teaching linear equation. The result indicated that PowerPoint constitutes TCK modal technological capability in teaching linear equation. The result of TPACK seems to suggest a low standard in teachers’ technological skills across a variety of mathematics education goals in teaching linear equation. This means that the ability of teachers’ TPACK in teaching linear equation still needs to be improved.

  13. Talking about teaching and learning mathematics in indigenous schools

    Directory of Open Access Journals (Sweden)

    Lucélida de Fátima Maia da Costa

    2012-09-01

    Full Text Available To teach and to learn mathematics are not always conjugated concomitantly, particularly in the context of formal indigenous schools. This article puts in discussion some facts about the role of schools in indigenous communities, often mistakenly called Indian schools, as well as questions about the meaning of teaching mathematics in those contexts. Based on the concepts of ethnomathematics, it shows that a dialogue is possible between the traditional mathematical knowledge of various ethnic groups of the Amazon and the knowledge disseminated by formal school teaching practice.

  14. How Preservice Teachers Use Children’s Literature to Teach Mathematical Concepts: Focus on Mathematical Knowledge for Teaching

    Directory of Open Access Journals (Sweden)

    Jennifer EDELMAN

    2017-06-01

    Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

  15. How preservice teachers use children’s literature to teach mathematical concepts: Focus on mathematical knowledge for teaching

    Directory of Open Access Journals (Sweden)

    Jennifer Edelman

    2017-06-01

    Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

  16. Teaching Mathematical Modelling for Earth Sciences via Case Studies

    Science.gov (United States)

    Yang, Xin-She

    2010-05-01

    Mathematical modelling is becoming crucially important for earth sciences because the modelling of complex systems such as geological, geophysical and environmental processes requires mathematical analysis, numerical methods and computer programming. However, a substantial fraction of earth science undergraduates and graduates may not have sufficient skills in mathematical modelling, which is due to either limited mathematical training or lack of appropriate mathematical textbooks for self-study. In this paper, we described a detailed case-study-based approach for teaching mathematical modelling. We illustrate how essential mathematical skills can be developed for students with limited training in secondary mathematics so that they are confident in dealing with real-world mathematical modelling at university level. We have chosen various topics such as Airy isostasy, greenhouse effect, sedimentation and Stokes' flow,free-air and Bouguer gravity, Brownian motion, rain-drop dynamics, impact cratering, heat conduction and cooling of the lithosphere as case studies; and we use these step-by-step case studies to teach exponentials, logarithms, spherical geometry, basic calculus, complex numbers, Fourier transforms, ordinary differential equations, vectors and matrix algebra, partial differential equations, geostatistics and basic numeric methods. Implications for teaching university mathematics for earth scientists for tomorrow's classroom will also be discussed. Refereces 1) D. L. Turcotte and G. Schubert, Geodynamics, 2nd Edition, Cambridge University Press, (2002). 2) X. S. Yang, Introductory Mathematics for Earth Scientists, Dunedin Academic Press, (2009).

  17. An Exploration of the Preparation and Organization of Teaching Practice Exercise to Prospective Science and Mathematics Teachers toward Improving Teaching Profession at Morogoro Teachers' College

    Science.gov (United States)

    Mungure, Daudi Mika

    2016-01-01

    This paper explored the preparation and organization of teaching practice exercise to prospective science and mathematics teachers in Tanzania teachers college specifically Morogoro Teachers' College toward improving teaching profession. Due to the challenges stated by different scholars on preparation and organization of teaching practice…

  18. Utilizing Microsoft Mathematics In Teaching And Learning Calculus

    Directory of Open Access Journals (Sweden)

    Rina Oktaviyanthi

    2015-10-01

    Full Text Available The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students’ achievement and the effects of the use of Microsoft Mathematics on students’ attitudes in relation to such experience. Two classes of the students from the first year student in Universitas Serang Raya were participated in the study. This study found that students who taught by using Microsoft Mathematics had higher achievement and has a positive effect on students’ confidence of mathematics.

  19. Methodological Potential of Computer Experiment in Teaching Mathematics at University

    Science.gov (United States)

    Lin, Kequan; Sokolova, Anna Nikolaevna; Vlasova, Vera K.

    2017-01-01

    The study is relevant due to the opportunity of increasing efficiency of teaching mathematics at university through integration of students of computer experiment conducted with the use of IT in this process. The problem of there search is defined by a contradiction between great potential opportunities of mathematics experiment for motivating and…

  20. Teaching of Mathematics and Science in English: The Teachers' Voices

    Science.gov (United States)

    Yahaya, Mohamad Fadhili Bin; Noor, Mohd Asri Bin Mohd; Mokhtar, Ahmad Azman Bin; Rawian, Rafizah Binti Mohd; Othman, Mahmod Bin; Jusoff, Kamaruzaman

    2009-01-01

    The policy to change the medium of instruction in the teaching of Mathematics and Science from Bahasa Melayu (Malay Language) to English in 2003 is an important innovation affecting not only the students but also teachers of Mathematics and Science. However, how far the changes affect the teachers is the issue addressed in the paper. In fact the…

  1. Computational Technique for Teaching Mathematics (CTTM): Visualizing the Polynomial's Resultant

    Science.gov (United States)

    Alves, Francisco Regis Vieira

    2015-01-01

    We find several applications of the Dynamic System Geogebra--DSG related predominantly to the basic mathematical concepts at the context of the learning and teaching in Brasil. However, all these works were developed in the basic level of Mathematics. On the other hand, we discuss and explore, with DSG's help, some applications of the polynomial's…

  2. Utilizing Microsoft Mathematics in Teaching and Learning Calculus

    Science.gov (United States)

    Oktaviyanthi, Rina; Supriani, Yani

    2015-01-01

    The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students' achievement and the effects of the use of Microsoft…

  3. Preservice to Inservice: Does Mathematics Anxiety Change with Teaching Experience?

    Science.gov (United States)

    Gresham, Gina

    2018-01-01

    Inservice teachers, participants in a prior study on mathematics anxiety, were revisited to determine whether their levels of mathematics anxiety still existed and/or continued to change after 5 years teaching experience. A 98-item Likert-type survey, informal discussions, informal interviews, and questionnaire-guided narrative interviews were…

  4. Teaching Primary School Mathematics and Statistics: Evidence-Based Practice

    Science.gov (United States)

    Averill, Robin; Harvey, Roger

    2010-01-01

    Here is the only reference book you will ever need for teaching primary school mathematics and statistics. It is full of exciting and engaging snapshots of excellent classroom practice relevant to "The New Zealand Curriculum" and national mathematics standards. There are many fascinating examples of investigative learning experiences,…

  5. CDM: Teaching Discrete Mathematics to Computer Science Majors

    Science.gov (United States)

    Sutner, Klaus

    2005-01-01

    CDM, for computational discrete mathematics, is a course that attempts to teach a number of topics in discrete mathematics to computer science majors. The course abandons the classical definition-theorem-proof model, and instead relies heavily on computation as a source of motivation and also for experimentation and illustration. The emphasis on…

  6. Preservice Teachers' Perceptions about Teaching Mathematics through Music

    Science.gov (United States)

    An, Song A.; Tillman, Daniel; Shaheen, Andrea; Boren, Rachel

    2014-01-01

    This study examined preservice teachers' perceptions about teaching elementary level mathematics lessons integrated with music. It also sought to determine how preservice teachers would strategize the integration of music activities when introducing elementary level mathematics lessons. The participants, 53 undergraduate preservice teachers at a…

  7. Teaching Mathematics for Spatial Justice: An Investigation of the Lottery

    Science.gov (United States)

    Rubel, Laurie H.; Lim, Vivian Y.; Hall-Wieckert, Maren; Sullivan, Mathew

    2016-01-01

    This article explores integrating place-based education with critical mathematics toward teaching mathematics for spatial justice. "Local Lotto," a curricular module with associated digital tools, was designed to investigate the lottery as a critical spatial phenomenon and piloted in urban high schools. This article describes findings…

  8. Teaching Mathematics to Lower Attainers: Dilemmas and Discourses

    Science.gov (United States)

    Alderton, Julie; Gifford, Sue

    2018-01-01

    This article draws on Foucault's concepts of power and discourse to explore the issues of teaching mathematics to low attainers in primary schools in England. We analyse a data set of interviews, from a larger study, with the mathematics teachers of one child across three years, showing how accountability practices, discourses of ability and…

  9. Experimental Design: Utilizing Microsoft Mathematics in Teaching and Learning Calculus

    Science.gov (United States)

    Oktaviyanthi, Rina; Supriani, Yani

    2015-01-01

    The experimental design was conducted to investigate the use of Microsoft Mathematics, free software made by Microsoft Corporation, in teaching and learning Calculus. This paper reports results from experimental study details on implementation of Microsoft Mathematics in Calculus, students' achievement and the effects of the use of Microsoft…

  10. Changing Beliefs about Teaching in Large Undergraduate Mathematics Classes

    Science.gov (United States)

    Kensington-Miller, Barbara; Sneddon, Jamie; Yoon, Caroline; Stewart, Sepideh

    2013-01-01

    Many lecturers use teacher-centred styles of teaching in large undergraduate mathematics classes, often believing in the effectiveness of such pedagogy. Changing these beliefs about how mathematics should be taught is not a simple process and many academic staff are reluctant to change their ways of lecturing due to tradition and ease. This study…

  11. NEW TEACHING MATHEMATICS TEACHING EFFECTIVENESS OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES

    OpenAIRE

    Zhanys Aray Boshanqyzy; Nurkasymova Saule Nurkasymovna

    2017-01-01

    The possibilities of computer technologies in improving the quality of teaching mathematics and its application in the 7th grade students studied the impact on the development of mathematical thinking. Teachers and pupils kanşalıktı methodology to apply this technology meñgergendikteri tested and determined to improve the methods of teaching mathematics in the scientific literature of the main ideas, 7th grade, based on the best practices in the teaching of mathematics and taking into account...

  12. Situated Mathematics Teaching within Electrical Engineering Courses

    Science.gov (United States)

    Hennig, Markus; Mertsching, Bärbel; Hilkenmeier, Frederic

    2015-01-01

    The initial phase of undergraduate engineering degree programmes often comprises courses requiring mathematical expertise which in some cases clearly exceeds school mathematics, but will be imparted only later in mathematics courses. In this article, an approach addressing this challenge by way of example within a "fundamentals of electrical…

  13. Mathematics Teaching as a Narrative Art

    Science.gov (United States)

    George, Michael

    2014-01-01

    Many students read for pleasure, but how many, stranded in an expansive library, would willingly reach for a mathematics textbook? One reason this scenario is so inconceivable is that mathematics textbooks are organized less as exercises in storytelling and more as how-to manuals. Unfortunately many mathematics teachers instruct accordingly. This…

  14. Exploring teachers' practices in teaching Mathematics and Statistics ...

    African Journals Online (AJOL)

    Teaching approaches and assessment practices are key factors that contribute to the improvement of learner outcomes. The study on which this article is based, explored the methods used by KwaZulu-Natal (KZN) teachers in teaching and assessing mathematics and statistics. An instrument containing closed and ...

  15. Using a Virtual Classroom to Teach Online Mathematics

    Science.gov (United States)

    Lu, Yun

    2011-01-01

    The purpose of this study was to share the author's experience of using the virtual classroom when teaching online mathematics course. Various softwares including MyMathLab and Wimba are introduced and the teaching methods and tips are provided and analyzed. Results show that the use of the virtual classroom enhance the communication in the online…

  16. Scaffolding and Dialogic Teaching in Mathematics Education: Introduction and Review

    Science.gov (United States)

    Bakker, Arthur; Smit, Jantien; Wegerif, Rupert

    2015-01-01

    This article has two purposes: firstly to introduce this special issue on scaffolding and dialogic teaching in mathematics education and secondly to review the recent literature on these topics as well as the articles in this special issue. First we define and characterise scaffolding and dialogic teaching and provide a brief historical overview…

  17. Teaching and Learning Mathematics from Primary Historical Sources

    Science.gov (United States)

    Barnett, Janet Heine; Lodder, Jerry; Pengelley, David

    2016-01-01

    Why would anyone think of teaching and learning mathematics directly from primary historical sources? We aim to answer this question while sharing our own experiences, and those of our students across several decades. We will first describe the evolution of our motivation for teaching with primary sources, and our current view of the advantages…

  18. Examples in the Teaching of Mathematics: Teachers' Perceptions

    Science.gov (United States)

    Ng, Lay Keow; Dindyal, Jaguthsing

    2015-01-01

    As part of a study examining how teachers in Singapore select and use examples for teaching mathematics, 121 teachers from 24 secondary schools responded to three open-ended questions about the use of examples in teaching. The results show that students' abilities and the difficulty level of the examples were among the topmost considerations…

  19. Using a free open source software to teach mathematics

    OpenAIRE

    Botana, F.; Abánades, M. A.; Escribano Martínez, Jesús

    2012-01-01

    We present the experience of the authors teaching mathematics to freshmen engineering students with the help of the open source computer algebra system Sage. We describe some teaching resources and present an ad hoc distribution of Sage used by the authors.

  20. Teaching Middle-Grades Mathematics through Financial Literacy

    Science.gov (United States)

    Crawford-Ferre, Heather Glynn; Wiest, Lynda R.; Vega, Stephanie

    2016-01-01

    Because financial literacy is an important skill for middle-grades students, this article suggests numerous personal financial literacy tasks for use in the mathematics classroom. Also provided are specifics for implementing one of these tasks to address mathematical content.

  1. Teaching mathematics in Indonesian primary schools : using ralistic mathematics education (RME)-approach

    NARCIS (Netherlands)

    Fauzan, Ahmad; Slettenhaar, Dick; Plomp, T.

    2002-01-01

    This paper presents a case study about employing Realistic Mathematics Education (RME)-approach to teach mathematics in Indonesian primary schools. Many obstacles, such as the very dependent attitude of the pupils, the pupils who were not used to working in groups, lack of reasoning capability and

  2. Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"

    Science.gov (United States)

    Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.

    2015-01-01

    This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…

  3. Teaching general problem-solving skills is not a substitute for, or a viable addition to, teaching mathematics

    NARCIS (Netherlands)

    Sweller, John; Clark, Richard; Kirschner, Paul A.

    2010-01-01

    Sweller, J., Clark, R., & Kirschner, P. A. (2010). Teaching general problem-solving skills is not a substitute for, or a viable addition to, teaching mathematics. Notices of the American Mathematical Society, 57, 1303-1304.

  4. Teaching Mathematics That Addresses Learners' Multiple Intelligences

    Science.gov (United States)

    Gouws, E.; Dicker, A-M.

    2011-01-01

    To meet the demands of our highly technological and globally competitive society, it is becoming increasingly important for all learners in South Africa to obtain skills and knowledge in mathematics. However, South Africa performed the worst of all the countries who participated in the Trends in International Mathematics and Science Study (TIMMS).…

  5. Using Manipulatives to Teach Elementary Mathematics

    Science.gov (United States)

    Boggan, Matthew; Harper, Sallie; Whitmire, Anna

    2010-01-01

    The purpose of this paper is to explain the importance and benefits of math manipulatives. For decades, the National Council of Teachers of Mathematics has encouraged school districts nationwide to use manipulatives in mathematical instruction. The value of manipulatives has been recognized for many years, but some teachers are reluctant to use…

  6. Methodological Approaches to Experimental Teaching of Mathematics to University Students

    Directory of Open Access Journals (Sweden)

    Nikolay I.

    2018-03-01

    Full Text Available Introduction: the article imparts authors’ thoughtson a new teaching methodology for mathematical education in universities. The aim of the study is to substantiate the efficiency of the comprehensive usage of mathematical electronic courses, computer tests, original textbooks and methodologies when teaching mathematics to future agrarian engineers. The authors consider this implementation a unified educational process. Materials and Methods: the synthesis of international and domestic pedagogical experience of teaching students in university and the following methods of empirical research were used: pedagogical experiment, pedagogical measurementsand experimental teaching of mathematics. The authors applied the methodology of revealing interdisciplinary links on the continuum of mathematical problems using the key examples and exercises. Results: the online course “Mathematics” was designed and developed on the platform of Learning Management System Moodle. The article presents the results of test assignments assessing students’ intellectual abilities and analysis of solutions of various types of mathematical problems by students. The pedagogical experiment substantiated the integrated selection of textbooks, online course and online tests using the methodology of determination of the key examples and exercises. Discussion and Conclusions: the analysis of the experimental work suggested that the new methodology is able to have positive effect on the learning process. The learning programme determined the problem points for each student. The findings of this study have a number of important implications for future educational practice.

  7. Defining culturally responsive teaching: The case of mathematics

    Directory of Open Access Journals (Sweden)

    Jenni L. Harding-DeKam

    2014-12-01

    Full Text Available Elementary classroom teachers in eight school districts across Colorado, United States, share the knowledge of their students’ home and community life, define culturally responsive mathematics based on the children they instruct, and give examples of how students learn math through culture in their classrooms. Findings from two interviews, classroom observations, and student artifacts reveal that teachers have an intimate cultural knowledge of the students in their classrooms, define culturally responsive mathematical practices consistent with research, use culturally responsive mathematics teaching for authentic learning, and express a need for additional professional development and curriculum support for culturally responsive mathematics instruction. Culturally responsive mathematics is important in elementary classrooms because it allows students to make personal connections to mathematics content.

  8. Teaching mathematics to non-mathematicians

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Timcenko, Olga

    2017-01-01

    Over the past years, a number of engineering programs have arisen that transcend the division between technical, scientific and art-related disciplines. Media Technology at Aalborg University, Denmark is such an engineering program. In relation to mathematics education, this new development has...... changed the way mathematics is applied in practice and is taught in these disciplines. This paper discusses a doctoral dissertation that investigated and assessed interventions to increase student motivation and engagement in mathematics among Media Technology students. The results of this dissertation...

  9. THE ROLE AND SIGNIFICANCE OF HOMEWORK IN INITIAL MATHEMATICS TEACHING

    Directory of Open Access Journals (Sweden)

    Sead Rešić

    2013-02-01

    Full Text Available This thesis elaborates on the role and importance of homework in the initial stages of teaching mathematics. The aim is to determine and analyze the degree of burden on students with homework. The following tasks were performed as a starting point for this research: determining the degree of correlation between the time that student spends on weekly homework and the student’s homework amount determinedby the pedagogical norm, determining the level of parents’ participation in helping students with homework, etermining the degree of correlation of differentiation of homework with the students' motivation for doing homework. Homework plays an important role in the initial stages of teaching mathematics, and takes up a significant place in the process of studying and teaching mathematics. The results, analysis, and conclusions are presented upon research.

  10. Mathematical knowledge in teaching of fraction concepts using diagrammatical approach

    Science.gov (United States)

    Veloo, Palanisamy Kathir; Puteh, Marzita

    2017-05-01

    Teachers need various types of knowledge in order to deliver various fraction concepts at elementary level. In this paper, Balls' framework (2008) or, Mathematical Knowledge for Teaching (MKT) is used as benchmark guideline. This paper investigates and explores component of MKT knowledge among eight experienced teachers of the primary school. Data was collected using paper pencil test, interview and video recording. This paper, narrowed to teacher's knowledge and their practices while teaching of various fractions concepts using diagrammatical approach in present of MKT. The data gathered from teachers were analyzed using thematic analysis techniques. The results indicated that teachers lack various components of MKT knowledge as a proposal by various researchers and assumed that teaching as procedural more than enough due to lack of deep understanding of mathematics and the various types of MKT is not required due to the present of practices in the mathematics classroom.

  11. MODERN OR TRADITIONAL TEACHING STRATEGY IN LEARNING ENGINEERING MATHEMATICS COURSE

    Directory of Open Access Journals (Sweden)

    N. RAZALI

    2016-11-01

    Full Text Available First-year engineering students of the Faculty of Engineering and Built Environment, UKM are in the process of transition in the way they learn mathematics from pre-university level to the undergraduate level. It is essential for good engineers to have the ability to unfold mathematical problems in an efficient way. Thus, this research is done to investigate students preference in learning KKKQ1123 Engineering Mathematics I (Vector Calculus (VC course; either individually or in a team; using modern (e-learning or traditional (cooperative-learning teaching strategy. Questionnaires are given to the first year Chemical and Process Engineering students from academic year 2015/2016 and the results were analysed. Based on the finding, the students believed that the physical educators or teachers play an important role and that they have slightest preference in the traditional teaching strategy to learn engineering mathematics course.

  12. Amongst mathematicians teaching and learning mathematics at university level

    CERN Document Server

    Nardi, Elena

    2008-01-01

    "Amongst Mathematicians" offers a unique perspective on the ways in which mathematicians perceive their students' learning, the way they teach and reflect on those teaching practices. Elena Nardi employs fictional characters to create a conversation on these important issues. While personas are created, the facts incorporated into their stories are based on large bodies of data including intense focus groups comprised of mathematicians and mathematics education.This book further develops analyses of the data and demonstrates the pedagogical potential that lies in collaborative research that engages educators, researchers, and students in undergraduate mathematics education. Nardi also addresses the need for action in undergraduate mathematics education by creating discourse for reform and demonstrating the feasibility and potential of collaboration between mathematicians and researchers. "Amongst Mathematicians" is of interest to the entire mathematics community including teacher educators, undergraduate and ...

  13. Developing Mathematical Literacy through project work: A teacher/teaching perspective

    Directory of Open Access Journals (Sweden)

    Renuka Vithal

    2006-10-01

    Full Text Available The implementation of the new Mathematical Literacy curriculum in South Africa is assuming several different conceptions of mathematics and therefore also being realised through a range of different pedagogies. In this paper I begin from a particular privileging of a critical perspective in mathematics education, which I argue is one (among others of the forces shaping the new South African curriculum reforms, particularly the Mathematical Literacy curriculum. If so, then the case for a specific pedagogy, that of project work, can be shown to support the development of a mathematical literacy from a critical perspective. In this paper a particular set of conceptual tools, principles and practices associated with project work, as developed in the Scandanavian context but researched in South Africa, are elaborated from the perspective of teachers/teaching of mathematical literacy.

  14. Teaching mathematics in the PC lab - the students' viewpoints

    Science.gov (United States)

    Schmidt, Karsten; Köhler, Anke

    2013-04-01

    The Matrix Algebra portion of the intermediate mathematics course at the Schmalkalden University Faculty of Business and Economics has been moved from a traditional classroom setting to a technology-based setting in the PC lab. A Computer Algebra System license was acquired that also allows its use on the students' own PCs. A survey was carried out to analyse the students' attitudes towards the use of technology in mathematics teaching.

  15. Specific Type of Knowledge Map: Mathematical Model

    OpenAIRE

    Milan, Houška; Martina, Beránková

    2005-01-01

    The article deals with relationships between mathematical models and knowledge maps. The goal of the article is to suggest how to use the mathematical model as a knowledge map and/or as a part (esp. the inference mechanism) of the knowledge system. The results are demonstrated on the case study, when the knowledge from a story is expressed by mathematical model. The model is used for both knowledge warehousing and inferencing new artificially derived knowledge.

  16. Using History to Teach Mathematics: The Case of Logarithms

    Science.gov (United States)

    Panagiotou, Evangelos N.

    2011-01-01

    Many authors have discussed the question why we should use the history of mathematics to mathematics education. For example, Fauvel (For Learn Math, 11(2): 3-6, 1991) mentions at least fifteen arguments for applying the history of mathematics in teaching and learning mathematics. Knowing how to introduce history into mathematics lessons is a more difficult step. We found, however, that only a limited number of articles contain instructions on how to use the material, as opposed to numerous general articles suggesting the use of the history of mathematics as a didactical tool. The present article focuses on converting the history of logarithms into material appropriate for teaching students of 11th grade, without any knowledge of calculus. History uncovers that logarithms were invented prior of the exponential function and shows that the logarithms are not an arbitrary product, as is the case when we leap straight in the definition given in all modern textbooks, but they are a response to a problem. We describe step by step the historical evolution of the concept, in a way appropriate for use in class, until the definition of the logarithm as area under the hyperbola. Next, we present the formal development of the theory and define the exponential function. The teaching sequence has been successfully undertaken in two high school classrooms.

  17. Enriching Practical Knowledge : Exploring Student teachers’ Competences in Integrating Theory and Practice of Mathematics Teaching

    NARCIS (Netherlands)

    Oonk, W.; Verloop, N.; Gravemeijer, K.P.E.

    2015-01-01

    This study concentrated on the theory–practice problem in mathematics teacher education. We examined 13 student teachers’ use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. We developed a Reflection Analysis Instrument with

  18. Professional Knowledge Required When Teaching Mathematics for Numeracy in the Multiplicative Domain

    Science.gov (United States)

    Mills, Judith

    2015-01-01

    This paper presents findings as part of a wider study that investigated the professional knowledge of teachers when teaching mathematics for numeracy in the primary school classroom. This paper focuses on teachers in action as they taught two lessons on multiplication. It outlines the specific pedagogical categories the teachers used and the…

  19. Teaching Mathematics Bilingually for Kindergarten Students with Teaching Aids Based on Local Wisdom

    Science.gov (United States)

    Ambarini, Ririn; Setyaji, Arso; Suneki, Sri

    2018-01-01

    Language and Mathematics are both skills and knowledge that need to master well so that it can be the provision for students' future life when mingling with the community or society. Because of that the integration of teaching both language and Mathematics in bilingual Math learning will give many benefits to the students. They will learn not only…

  20. The transformation of science and mathematics content knowledge into teaching content by university faculty

    Science.gov (United States)

    Flynn, Natalie P.

    knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to 'think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the 'side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom. (Abstract shortened by UMI.).

  1. The roles of games in teaching and learning of mathematics in junior ...

    African Journals Online (AJOL)

    The roles of games in teaching and learning of mathematics in junior secondary schools. ... The research seeks to enhance the status of games in teaching mathematics in junior secondary schools curriculum ... AJOL African Journals Online.

  2. Mathematical knowledge for teaching in the Netherlands

    NARCIS (Netherlands)

    Ronald Keijzer; Marjolein Kool

    2012-01-01

    The implementation of the new mathematical knowledge base in Dutch teacher education institutes for primary education raises a need for curriculum development. Teacher educators have to raise student teachers’ subject matter knowledge to a higher level. In working on this aim teacher educators

  3. Poverty: Teaching Mathematics and Social Justice

    Science.gov (United States)

    McCoy, Leah P.

    2008-01-01

    This article presents three mathematics lessons in a social justice setting of learning about poverty. Student activities include budgeting, graphic data representation, and linear regression, all in the context of connecting, communicating, and reasoning about poverty. (Contains 1 table, 5 figures and 6 online resources.)

  4. Examining Primary Pre-Service Teachers' Difficulties of Mathematics Teaching with the Micro-Teaching Method

    Science.gov (United States)

    Savas Basturk; Tastepe, Mehtap

    2015-01-01

    The purpose of the study was to examine primary pre-service teachers' difficulties of the teaching of mathematics with micro-teaching method. The participants of the study were 15 third grade pre-service teachers from the department of primary education in the faculty of education. In this grade which includes four sections, there were…

  5. Teaching Discrete Mathematics Entirely from Primary Historical Sources

    Science.gov (United States)

    Barnett, Janet Heine; Bezhanishvili, Guram; Lodder, Jerry; Pengelley, David

    2016-01-01

    We describe teaching an introductory discrete mathematics course entirely from student projects based on primary historical sources. We present case studies of four projects that cover the content of a one-semester course, and mention various other courses that we have taught with primary source projects.

  6. Improving Mathematics Teaching as Deliberate Practice through Chinese Lesson Study

    Science.gov (United States)

    Huang, Rongjin; Prince, Kyle M.; Barlow, Angela T.

    2017-01-01

    This study examined how a ninth grade teacher improved an Algebra I lesson through a lesson study approach. We used multiple data sources to investigate the improvement of the lesson towards student-centered mathematics instruction, perceived benefits of the teacher, and factors associated with the improvement of teaching. The lesson group…

  7. Effective Mathematics Teaching in Finnish and Swedish Teacher Education Discourses

    Science.gov (United States)

    Hemmi, Kirsti; Ryve, Andreas

    2015-01-01

    This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators' discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent…

  8. Three Different Teaching Approaches in Pre-Calculus Bridging Mathematics

    Science.gov (United States)

    Miller-Reilly, Barbara

    2007-01-01

    During the past decade three different bridging mathematics courses have been offered at the University of Auckland. A case study approach was used to investigate the effectiveness of these courses: two larger courses and one individual study programme. A different teaching approach, by committed experienced teachers, was used in each course. The…

  9. Investigating Classroom Teaching Competencies of Pre Service Elementary Mathematics Teachers

    Science.gov (United States)

    Gokalp, Murat

    2016-01-01

    The study has sought answers to two major questions: What is the current situation in Elementary Mathematics Education programs at Faculty of Education in terms of classroom teaching competencies? To what extent do pre service teachers acquire these competencies? The research was conducted on 202 senior pre service teachers studying at the…

  10. Using a Card Trick to Teach Discrete Mathematics

    Science.gov (United States)

    Simonson, Shai; Holm, Tara S.

    2003-01-01

    We present a card trick that can be used to review or teach a variety of topics in discrete mathematics. We address many subjects, including permutations, combinations, functions, graphs, depth first search, the pigeonhole principle, greedy algorithms, and concepts from number theory. Moreover, the trick motivates the use of computers in…

  11. Programming-Languages as a Conceptual Framework for Teaching Mathematics

    Science.gov (United States)

    Feurzeig, Wallace; Papert, Seymour A.

    2011-01-01

    Formal mathematical methods remain, for most high school students, mysterious, artificial and not a part of their regular intuitive thinking. The authors develop some themes that could lead to a radically new approach. According to this thesis, the teaching of programming languages as a regular part of academic progress can contribute effectively…

  12. Teaching Mathematics for Spatial Justice: Beyond a Victory Narrative

    Science.gov (United States)

    Rubel, Laurie H.; Hall-Wieckert, Maren; Lim, Vivian Y.

    2016-01-01

    In this reflective essay, Laurie H. Rubel, Maren Hall-Wieckert, and Vivian Y. Lim present a design heuristic for teaching mathematics for spatial justice (TMSpJ) based on their development of two curricular modules, one about the state lottery and the other about financial services in a city. Spatial tools, including data visualizations on maps…

  13. Preparing Elementary Mathematics-Science Teaching Specialists.

    Science.gov (United States)

    Miller, L. Diane

    1992-01-01

    Describes a professional development program to train math/science specialists for the upper elementary school grades. Using results from an interest survey, 30 teachers were chosen to participate in a 3-year program to become math/science specialists. Presents the teaching model used and the advantages for teachers and students in having subject…

  14. Didactital design of mathematics teaching in primary school

    Science.gov (United States)

    Nur’aeni, E.; Muharram, M. R. W.

    2018-05-01

    The fact that the low ability of geometrical understanding of primary school students is what triggers this study to be conducted. Thus, this research aimed to find out how to create a didactical design of students' mathematical understanding, particularly on one of geometry materials that is unit of length. A qualitative approach promoting Didactical Design Research (DDR) was administered in this study. Participants of the study were primary school students in Tasikmalaya, an city in West Java Province, Indonesia. The results show that there was a learning design based on learning obstacles found in the mathematics teaching and learning processes. The learning obstacles comprised students' difficulties in memorizing, relating, and operating the standards of unit of lengths. It has been proven that the most influential factor in the success of mathematics teaching and learning processes is the use of creative media.

  15. Teaching using moodle in mathematics education

    Science.gov (United States)

    Handayanto, A.; Supandi, S.; Ariyanto, L.

    2018-05-01

    The aim of this study is to determine the effect of Learning Modeling System (LMS) Moodle in learning. The population is taken from all students of Mathematics Education, University of PGRI Semarang. The sample was randomly selected from five different course groups. The initial score is taken from the semester test, and the final score is taken through the semester test after the five groups are taught using Moodle. The results of both test results are compared to find out the increase in learning outcomes. Meanwhile, the student's attitude toward learning is taken through his mathematical disposition through questionnaire. The results show that there was a significant increase in exam results on the final exam of the semester. This result is supported by student learning interest which increases on average after using LMS Moodle taken from disposition data.

  16. TEACHING MATHEMATICS USING LECTURE CAPTURE TECHNOLOGY

    OpenAIRE

    Audi, Diana

    2017-01-01

    Technology in highereducation is dramatically changing and continuously giving a challenging timefor educators and institutions to provide the same level of innovativecontents, environment and interaction to a digital native generation which iswell powered with technology. It has been well observed and recognized thatvideo lectures technology can have positive impacts on student learning andsatisfaction however research on Mathematics intensive subjects have yet to befully explored. This expl...

  17. Resources for teaching resources for teaching mathematics 14-16

    CERN Document Server

    Foster, Colin

    2010-01-01

    This book contains 70 ready-to-use mathematics lessons suitable for students aged 14-16. Some lessons offer alternative routes through the curriculum, such as practising indices by solving radical equations, while others concentrate on difficult ideas, like appreciating that not all mathematical relationships are linear. Each plan consists of a teacher's sheet, providing: ? the aims and objectives of the lesson ? a lesson starter, main phase, plenary and homework ideas, each with suggested timeframes ? guidance on how to adapt the activities to cater for students working at different levels; a

  18. Implementing the Standards. Teaching Discrete Mathematics in Grades 7-12.

    Science.gov (United States)

    Hart, Eric W.; And Others

    1990-01-01

    Discrete mathematics are defined briefly. A course in discrete mathematics for high school students and teaching discrete mathematics in grades 7 and 8 including finite differences, recursion, and graph theory are discussed. (CW)

  19. Examination of Pre-Service Mathematics Teachers' Knowledge of Teaching Function Concept

    Science.gov (United States)

    Tasdan, Berna Tataroglu; Koyunkaya, Melike Yigit

    2017-01-01

    Teaching of mathematics could be improved with teachers who have a strong mathematical knowledge and have an ability to reflect this knowledge on their teaching. Therefore, it is important to develop mathematics teachers' theoretical and pedagogical knowledge. This study was designed to examine pre-service secondary mathematics teachers' (PSMT)…

  20. Quality of Teaching Mathematics and Learning Achievement Gains: Evidence from Primary Schools in Kenya

    Science.gov (United States)

    Ngware, Moses W.; Ciera, James; Musyoka, Peter K.; Oketch, Moses

    2015-01-01

    This paper examines the contribution of quality mathematics teaching to student achievement gains. Quality of mathematics teaching is assessed through teacher demonstration of the five strands of mathematical proficiency, the level of cognitive task demands, and teacher mathematical knowledge. Data is based on 1907 grade 6 students who sat for the…

  1. Factors Influencing Elementary Mathematics Teachers' Beliefs in Reform-Based Teaching

    Science.gov (United States)

    Sawyer, Amanda Gantt

    2017-01-01

    I investigated a reform based teachers' beliefs about the nature of mathematics, teaching mathematics, and learning mathematics, and the factors leading to their formation. I interviewed and observed a reform-based elementary mathematics teacher with 13 years' experience teaching first grade. She held a Platonist/problem solver view of…

  2. A Modified Moore Approach to Teaching Mathematical Statistics: An Inquiry Based Learning Technique to Teaching Mathematical Statistics

    Science.gov (United States)

    McLoughlin, M. Padraig M. M.

    2008-01-01

    The author of this paper submits the thesis that learning requires doing; only through inquiry is learning achieved, and hence this paper proposes a programme of use of a modified Moore method in a Probability and Mathematical Statistics (PAMS) course sequence to teach students PAMS. Furthermore, the author of this paper opines that set theory…

  3. Silent method for mathematics instruction: An overview of teaching subsets

    Science.gov (United States)

    Sugiman, Apino, Ezi

    2017-05-01

    Generally, teachers use oral communication for teaching mathematics. Taking an opposite perspective, this paper describes how instructional practices for mathematics can be carried out namely a silent method. Silent method uses body language, written, and oral communication for classroom interaction. This research uses a design research approach consisting of four phases: preliminary, prototyping and developing the instruction, and assessment. There are four stages of silent method. The first stage is conditioning stage in which the teacher introduces the method and makes agreement about the `rule of the game'. It is followed by the second one, elaborating stage, where students guess and explore alternative answers. The third stage is developing mathematical thinking by structuring and symbolizing. Finally, the method is ended by reinforcing stage which aims at strengthening and reflecting student's understanding. In this paper, every stage is described on the basis of practical experiences in a real mathematics classroom setting.

  4. Avoiding Misinterpretations of Piaget and Vygotsky: Mathematical Teaching without Learning, Learning without Teaching, or Helpful Learning-Path Teaching?

    Science.gov (United States)

    Fuson, Karen C.

    2009-01-01

    This article provides an overview of some perspectives about special issues in classroom mathematical teaching and learning that have stemmed from the huge explosion of research in children's mathematical thinking stimulated by Piaget. It concentrates on issues that are particularly important for less-advanced learners and for those who might be…

  5. Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics.

    Science.gov (United States)

    Artzt, Alice F.; Armour-Thomas, Eleanor

    1998-01-01

    Uses a "teaching as problem solving" perspective to examine the components of metacognition underlying the instructional practice of seven experienced and seven beginning secondary-school mathematics teachers. Data analysis of observations, lesson plans, videotapes, and audiotapes of structured interviews suggests that the metacognition of…

  6. Developing Teaching Material Based on Realistic Mathematics Andoriented to the Mathematical Reasoning and Mathematical Communication

    OpenAIRE

    Habsah, Fitria

    2017-01-01

    This research aims to produce mathematics textbook for grade VII junior high school students based on realistic mathematics and oriented to the mathematical reasoning and mathematical communication. The quality is determined based on Nieveen criteria, including validity, practicality, and effectiveness.This study was a research and development and used Borg & Gall model. The subject of this research were the students of SMPN 2 Pujon-Kabupaten Malang, that is 30 students in an experimental cla...

  7. Representations of Mathematics, their teaching and learning: an exploratory study

    Directory of Open Access Journals (Sweden)

    Maria Margarida Graça

    2004-03-01

    Full Text Available This work describes an exploratory study, the first of the four phases of a more inclusive research, which aims at understanding the way to promote, in a Mathematics teachers’ group, a representational evolution leading to a practice that allows a Mathematical meaningful learning of Mathematics. The methodology of this study is qualitative. Data gathering was based on questioning; all the subjects of the sample (n=48 carried out a projective task (a hierarchical evocation test and answered a written individual questionnaire. Data analysis was based in a set of categories previously defined. The main purpose of this research was to identify, to characterize and to describe the representations of Mathematics, their teaching and learning, in a group of 48 subjects, from different social groups, in order to get indicators for the construction of the instruments to be used in to the next phases of the research. The main results of this study are the following: (1 we were able to identify and characterize different representations of the teaching and learning of Mathematics, in what respects its epistemological, pedagogical, emotional and sociocultural dimensions; (2 we were also able to identify limitations, difficulties and items to be included or rephrased in the instruments used.

  8. Musings on multiplication tables and associated mathematics and teaching practices

    Directory of Open Access Journals (Sweden)

    Faaiz Gierdien

    2009-09-01

    Full Text Available This paper is based on my reflections on a deceptively simple tabular representation of a combined 12×12 multiplication table showing multiplier and multiplicand,starting at a time when I taught mathematics full time at a primary (elementary school through to my presentteaching of mathematics education modules to prospective teachers. A historically–motivated framework on the importance of tables as expressions of complex information in two–dimensional form is used to gain insight into and understand multiplication tables. Through this framework it is shown that the modal practice of “knowing one’s tables” in the primary grade levels is really about knowing sequenced and separated lists of whole number multiplications. In contrast, tabular multiplication sequences in a combined multiplication table can, through appropriate teaching practices, enable the discovery of multiple relationships beyond multiplication or arithmetic, resulting in significant mathematics that spans the grade levels. Implications for mathematics teacher education practice with its current focus mathematical knowledge for teaching, are considered.

  9. MODEL OF TEACHING PROFESSION SPECIFIC BILATERAL TRANSLATION

    Directory of Open Access Journals (Sweden)

    Yana Fabrychna

    2017-03-01

    Full Text Available The article deals with the author’s interpretation of the process of teaching profession specific bilateral translation to student teacher of English in the Master’s program. The goal of the model of teaching profession specific bilateral translation development is to determine the logical sequence of educational activities of the teacher as the organizer of the educational process and students as its members. English and Ukrainian texts on methods of foreign languages and cultures teaching are defined as the object of study. Learning activities aimed at the development of student teachers of English profession specific competence in bilateral translation and Translation Proficiency Language Portfolio for Student Teachers of English are suggested as teaching tools. The realization of the model of teaching profession specific bilateral translation to student teachers of English in the Master’s program is suggested within the module topics of the academic discipline «Practice of English as the first foreign language»: Globalization; Localization; Education; Work; The role of new communication technologies in personal and professional development. We believe that the amount of time needed for efficient functioning of the model is 48 academic hours, which was determined by calculating the total number of academic hours allotted for the academic discipline «Practice of English as the first foreign language» in Ukrainian universities. Peculiarities of the model realization as well as learning goals and content of class activities and home self-study work of students are outlined.

  10. Characteristics of mathematics teaching in Shanghai, China: Through the lens of a Malaysian

    Science.gov (United States)

    Lim, Chap Sam

    2007-06-01

    The mathematical performance of Chinese students, from mainland China, Hong Kong and Taiwan, is widely acclaimed in international comparisons of mathematics achievement. However, in the eyes of the Western educators, the environments established in Chinese schools are deemed relatively unfavourable for mathematics learning. This paper reports on a study that investigates the characteristics of effective mathematics teaching in five Shanghai schools. Findings reveal that those characteristics include (a) teaching with variation; (b) emphasis of precise and elegant mathematical language; (c) emphasis of logical reasoning, mathematical thinking and proofing during teaching; (d) order and serious classroom discipline; (e) strong and coherence teacher-student rapport, and (f) strong collaborative culture amongst mathematics teachers.

  11. Teaching and Learning of Knot Theory in School Mathematics

    CERN Document Server

    Kawauchi, Akio

    2012-01-01

    This book is the result of a joint venture between Professor Akio Kawauchi, Osaka City University, well-known for his research in knot theory, and the Osaka study group of mathematics education, founded by Professor Hirokazu Okamori and now chaired by his successor Professor Tomoko Yanagimoto, Osaka Kyoiku University. The seven chapters address the teaching and learning of knot theory from several perspectives. Readers will find an extremely clear and concise introduction to the fundamentals of knot theory, an overview of curricular developments in Japan, and in particular a series of teaching

  12. Instructors' use of technology in post-secondary undergraduate mathematics teaching: a local study

    Science.gov (United States)

    Jesso, A. T.; Kondratieva, M. F.

    2016-02-01

    In this study, instructors of undergraduate mathematics from post-secondary institutions in Newfoundland were surveyed (N = 13) and interviewed (N = 8) about their use of, experiences with, and views on, technologically assisted teaching. It was found that the majority of them regularly use technologies for organizational and communication purposes. However, the use of math-specific technology such as computer algebra systems, or dynamic geometry software for instructional, exploratory, and creative activities with students takes place mostly on an individual basis, only occasionally, and is very much topic specific. This was even the case for those instructors who use technology proficiently in their research. The data also suggested that familiarity with and discussions of examples of technology implementation in teaching at regular and field-oriented professional development seminars within mathematics departments could potentially increase the use of math-specific technology by instructors.

  13. Effects of Mathematics Integration in a Teaching Methods Course on Mathematics Ability of Preservice Agricultural Education Teachers

    Science.gov (United States)

    Stripling, Christopher T.; Roberts, T. Grady

    2014-01-01

    The purpose of this study was to determine the effects of incorporating mathematics teaching and integration strategies (MTIS) in a teaching methods course on preservice agricultural teachers' mathematics ability. The research design was quasi-experimental and utilized a nonequivalent control group. The MTIS treatment had a positive effect on the…

  14. The Multicultural Mathematics Classroom: Culturally Aware Teaching through Cooperative Learning & Multiple Representations

    Science.gov (United States)

    Jao, Limin

    2012-01-01

    The National Council of Teachers of Mathematics (NCTM, 2000) has created a set of standards to reform mathematics teaching procedures to ensure that all students understand mathematics and learn to think mathematically. The standards also require teachers to use strategies that allow all students to reason and communicate mathematically and…

  15. Contextual Teaching and Learning Approach of Mathematics in Primary Schools

    Science.gov (United States)

    Selvianiresa, D.; Prabawanto, S.

    2017-09-01

    The Contextual Teaching and Learning (CTL) approach is an approach involving active students in the learning process to discover the concepts learned through to knowledge and experience of the students. Similar to Piaget’s opinion that learning gives students an actives trying to do new things by relating their experiences and building their own minds. When students to connecting mathematics with real life, then students can looking between a conceptual to be learned with a concept that has been studied. So that, students can developing of mathematical connection ability. This research is quasi experiment with a primary school in the city of Kuningan. The result showed that CTL learning can be successful, when learning used a collaborative interaction with students, a high level of activity in the lesson, a connection to real-world contexts, and an integration of science content with other content and skill areas. Therefore, CTL learning can be applied by techer to mathematics learning in primary schools.

  16. Caring teaching practices in multiethnic mathematics classrooms: attending to health and well-being

    Science.gov (United States)

    Averill, Robin

    2012-06-01

    Factors that contribute to strong teacher-student relationships are vital to understand because of the influence these relationships have on achievement and motivation, particularly for minority group students. This article draws from a substantial quantity of empirical data, grounded in a wide theoretical and cultural base, regarding aspects of caring teacher practice to discuss mathematics teacher behaviours in relation to an existing model of health and well-being that encompasses cognitive, social, spiritual, and physical dimensions. Drawing from 100 Year 10 mathematics lesson observations involving six teachers and their classes across three urban schools, evidence emerged that for many indigenous (Māori), New Zealand Pacific, and New Zealand European students, caring teacher behaviours important for student engagement and achievement both include, and range beyond, traditional teaching practices. Examples include capitalising on student reactions and shared endeavours within the context of mathematics learning, expecting mathematical progress, showing respect for students and for their mathematics learning, being explicit about practice and expectations, incorporating one-to-one interactions, making opportunities within mathematics learning for sharing personal identities, and incorporating movement. This research illustrates how mathematics educators can attend to the specific and holistic mathematical learning needs of their students, including those often marginalised.

  17. What field school teachers say about the teaching of mathematics: A study in the Northeast of Brazil

    Directory of Open Access Journals (Sweden)

    Carlos Monteiro

    2014-04-01

    Full Text Available The majority of research in mathematics education in Brazil focuses on aspects related to urban schools. Although there has been a discussion for decades about the need for a curriculum in schools located in rural areas that considers the importance of the local culture and the concept of context-based knowledge, there is still precarious teaching of mathematics in these schools. This paper discusses research data that addresses the teaching of mathematics in rural schools located in Pernambuco, Brazil. The method used is a qualitative research method based on interviews and discourse analysis. We focus on the discourse of teachers who participated in the empirical study by analyzing their views on rural education, the conceptualization of resources, and on their performance in mathematics teaching. Although most teachers positively evaluate their performance when they teach mathematics, they do not identify differences between teaching in the city and in rural areas. Generally, the teachers were unaware of the field schools' specificities. The results lead us to reflect on the possibilities of teaching mathematics to empower rural communities.

  18. Developing geogebra-assisted reciprocal teaching strategy to improve junior high school students’ abstraction ability, lateral thinking and mathematical persistence

    Science.gov (United States)

    Priatna, N.; Martadiputra, B. A. P.; Wibisono, Y.

    2018-05-01

    The development of science and technology requires reform in the utilization of various resources for mathematics teaching and learning process. One of the efforts that can be made is the implementation of GeoGebra-assisted Reciprocal Teaching strategy in mathematics instruction as an effective strategy in improving students’ cognitive, affective, and psychomotor abilities. This research is intended to implement GeoGebra-assisted Reciprocal Teaching strategy in improving abstraction ability, lateral thinking, and mathematical persistence of junior high school students. It employed quasi-experimental method with non-random pre-test and post-test control design. More specifically, it used the 2x3 factorial design, namely the learning factors that included GeoGebra-assisted Reciprocal Teaching and conventional teaching learning, and levels of early mathematical ability (high, middle, and low). The subjects in this research were the eighth grade students of junior high school, taken with purposive sampling. The results of this research show: Abstraction and lateral abilities of students who were taught with GeoGebra-assisted Reciprocal Teaching strategy were significantly higher than those of students who received conventional learning. Mathematical persistence of students taught with GeoGebra-assisted Reciprocal Teaching strategy was also significantly higher than of those taught with conventional learning.

  19. Exploration of Factors Related to the Development of Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants' Teaching Orientations

    Science.gov (United States)

    Gilmore, Joanna; Maher, Michelle A.; Feldon, David F.; Timmerman, Briana

    2014-01-01

    Research indicates that modifying teachers' beliefs about learning and teaching (i.e. teaching orientation) may be a prerequisite to changing their teaching practices. This mixed methods study quantitized data from interviews with 65 graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) fields to assess…

  20. Exploring Relationships between Presage Variables of Florida Preservice Agricultural Education Teachers Related to Teaching Contextualized Mathematics

    Science.gov (United States)

    Stripling, Christopher T.; Roberts, T. Grady

    2013-01-01

    The purpose of this exploratory study was to investigate the relationships between mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, personal teaching efficacy, and background characteristics of preservice agricultural education teachers. Data were collected for two years at the University of Florida. Fourteen…

  1. A mathematics content course and teaching efficacy beliefs of undergraduate majors in education.

    Science.gov (United States)

    Alkhateeb, Haitham M; Abed, Adnan S

    2003-10-01

    This study was designed to assess the mathematics teaching efficacy beliefs of undergraduates in elementary education through a manipulative-based course in mathematics. Responses of 106 university undergraduates to the 21-item Mathematics Teaching Efficacy Beliefs administered as pre- and posttest without a control group showed a significant immediate postcourse change in their efficacy beliefs using dependent t test.

  2. A Framework for Describing Mathematics Discourse in Instruction and Interpreting Differences in Teaching

    Science.gov (United States)

    Adler, Jill; Ronda, Erlina

    2015-01-01

    We describe and use an analytical framework to document mathematics discourse in instruction (MDI), and interpret differences in mathematics teaching. MDI is characterised by four interacting components in the teaching of a mathematics lesson: exemplification (occurring through a sequence of examples and related tasks), explanatory talk (talk that…

  3. Learning to Teach Mathematics Specialists in a Synchronous Online Course: A Self-Study

    Science.gov (United States)

    Hjalmarson, Margret A.

    2017-01-01

    This article uses a self-study research methodology to explore teaching an online course for mathematics specialists. The course included weekly videoconferencing sessions and focused on supporting their development as mathematics coaches working with K-8 teachers to enhance mathematics teaching and learning. The central question for the…

  4. A Comparison of Pedagogical Practices and Beliefs in International and Domestic Mathematics Teaching Assistants

    Science.gov (United States)

    Kim, Minsu

    2014-01-01

    International and domestic mathematics teaching assistants (MTAs) are a critical part of mathematics education because they teach a substantial portion of low-level mathematics courses at research institutions. Even if there are several factors to build on MTAs' pedagogical practices, MTAs' beliefs significantly influence the MTAs' practices. The…

  5. There is More to the Teaching and Learning of Mathematics Than the Use of Local Languages: Mathematics Teacher Practices

    Directory of Open Access Journals (Sweden)

    Nancy Chitera

    2016-11-01

    Full Text Available In this article, we present a discussion about the type of mathematical discourse that is being produced in classrooms where the language of learning and teaching is local languages.  We also further explore the tensions in the mathematical discourse being produced. The study sample was 4 mathematics teachers from a semi-urban primary school in Malawi. The methods of data collection included classroom observations, pre-observation focus group discussions and reflective interviews. The results show that even though both students and teachers were able to communicate freely in local languages in the mathematics classroom, the mathematical discourse that came was distorted. This is mainly caused by lack of a well-developed mathematical discourse in local languages, which in turn takes away the confidence of mathematics teachers in the classroom. As a result, the mathematics classrooms are still being characterized by teachers not being creative, use of word by word from books, focus more on procedural than conceptual and thus teacher centered is still dominant in these classrooms. Furthermore, it is found that there are tensions between the formal and informal mathematical language in local languages. These results in turn have promoted a more in-depth understanding to the teaching and learning of mathematics when local language is the language of learning and teaching. Therefore, this article argues for a well-balanced approach when it comes to teaching and learning of mathematics rather than just focusing on the use of local languages.

  6. Some lessons in mathematics: a comparison of mathematics teaching in Japan and America

    OpenAIRE

    Jones, Keith

    1997-01-01

    As part of the Third International Mathematics and Science Study (TIMSS), a representative sample of Year 9 classrooms in Japan and the United States were video-taped. Analysis of this data is enabling comparisons to be made of the teaching methods typically employed in these two countries. Findings suggest that while the typical US lesson emphasised skill acquisition, the typical Japanese lesson focused on the solving of complex problems through pupil exploration and presentation.

  7. A Mixed Methods Study of Teach for America Teachers' Mathematical Beliefs, Knowledge, and Classroom Teaching Practices during a Reform-Based University Mathematics Methods Course

    Science.gov (United States)

    Swars, Susan Lee

    2015-01-01

    This mixed methods study examined the mathematical preparation of elementary teachers in a Teach for America (TFA) program, focal participants for whom there is scant extant research. Data collection occurred before and after a university mathematics methods course, with a particular focus on the participants' (n = 22) mathematical beliefs,…

  8. Re-Envisaging the Teaching of Mathematics: One Student Teacher's Experience Learning to Teach Primary Mathematics in a Manner Congruent with the New Zealand Curriculum

    Science.gov (United States)

    Bailey, Judy

    2013-01-01

    Teacher education can provide opportunities for contributing towards a re-envisaging of the teaching and learning of mathematics in the primary classroom. This study documents the experiences of one student teacher who, during her mathematics education courses, embraced a perception of mathematics as a social, creative and experiential discipline.…

  9. Investigating the Knowledge Needed for Teaching Mathematics: An Exploratory Validation Study Focusing on Teaching Practices

    Science.gov (United States)

    Charalambous, Charalambos Y.

    2016-01-01

    Central in the frameworks proposed to capture the knowledge needed for teaching mathematics is the assumption that teachers need more than pure subject-matter knowledge. Validation studies exploring this assumption by recruiting contrasting populations are relatively scarce. Drawing on a sample of 644 Greek-Cypriots preservice and inservice…

  10. Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms

    Directory of Open Access Journals (Sweden)

    Dianne Wilmot

    2015-09-01

    Full Text Available 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 enrolled for a Bachelor of Education (Foundation Phase degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from the research intervention may contribute to the wider debate about Grade R teaching and children’s learning.

  11. Digital game based learning: A new method in teaching and learning mathematics

    Science.gov (United States)

    Hussain, Sayed Yusoff bin Syed; Hoe, Tan Wee; Idris, Muhammad Zaffwan bin

    2017-05-01

    Digital game-based learning (DGBL) had been regarded as a sound learning strategy in raising pupils' willingness and interest in many disciplines. Normally, video and digital games are used in the teaching and learning mathematics. based on literature, digital games have proven its capability in making pupils motivated and are more likely to contribute to effective learning mathematics. Hence this research aims to construct a DGBL in the teaching of Mathematics for Year 1 pupils. Then, a quasi-experimental study was carried out in a school located in Gua Musang, Kelantan, involving 39 pupils. Specifically, this article tests the effectiveness of the use of DGBL in the teaching of the topic Addition of Less than 100 on pupil's achievement. This research employed a quasi-experiment, Pre and Post Test of Non-equivalent Control Group design. The data were analysed using the Nonparametric test namely the Mann-Whitney U. The research finding shows the use of the DGBL could increase the pupils' achievement in the topic of Addition of Less than 100. In practice, this research indicates that the DBGL can utilized as an alternative reference strategy for Mathematics teacher.

  12. Mathematics Student Teachers' Epistemological Beliefs about the Nature of Mathematics and the Goals of Mathematics Teaching and Learning in the Beginning of Their Studies

    Science.gov (United States)

    Viholainen, Antti; Asikainen, Mervi; Hirvonen, Pekka E.

    2014-01-01

    This article examines Finnish mathematics student teachers' epistemological beliefs concerning the nature of mathematics and the goals of mathematics teaching and learning solely in the beginning of their studies at university. A total of 18 students participated in a study consisting of a short questionnaire and interviews. The data was analyzed…

  13. Teachers' Perceptions of Teaching Mathematics at the Senior Secondary Level in Fiji

    Science.gov (United States)

    Dayal, Hem Chand

    2013-01-01

    In recent times, there has been considerable interest shown in the affective domain of mathematics education with research findings pointing out that affective variables have profound impact on classroom practices of mathematics teachers. In other words, teachers' conceptions of mathematics and mathematics teaching are greatly influenced by…

  14. Is Tutoring Teaching? Exploring Tutoring's Potential to Improve Mathematics Teacher Education

    Science.gov (United States)

    Rasche, Alexander N.

    2017-01-01

    This study investigated the tutoring practices of mathematics tutors working in one university tutoring center and the corresponding rationale exhibited by the mathematics tutors. This study illustrates how the tutoring practices of mathematics tutors align with the Eight Mathematics Teaching Practices outlined in NCTM's recent publication…

  15. The Use of Teachers' Baseline Normative Beliefs to Guide Professional Development in Teaching Mathematics

    Science.gov (United States)

    Lloyd, Mary Elizabeth Riley; Veal, William; Howell, Malia

    2016-01-01

    This article describes the normative beliefs and the discursive claims related to mathematics and teaching mathematics made by approximately 50 middle-level and secondary mathematics teachers within four high-need local education associations participating in a Mathematics and Science Partnership with a southeastern college's Science and Math for…

  16. the roles of games in teaching and learning of mathematics in junior ...

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    users

    The research seeks to enhance the status of games in teaching mathematics in ... that the use of games and activities can make the mathematics enjoyable. ... motivation, understanding and suppression of anxiety are some of the reasons ...

  17. Learning to teach secondary mathematics using an online learning system

    Science.gov (United States)

    Cavanagh, Michael; Mitchelmore, Michael

    2011-12-01

    We report the results of a classroom study of three secondary mathematics teachers who had no prior experience teaching with technology as they began to use an online mathematics learning system in their lessons. We gave the teachers only basic instruction on how to operate the system and then observed them intensively over four school terms as they taught using it. We documented changes in the teachers' Pedagogical Technology Knowledge and subsequently classified their various roles as technology bystanders, adopters, adaptors and innovators. Results show that all teachers made some progress toward using the system in more sophisticated ways, but the improvements were not uniform across the teachers. We suggest possible reasons to explain the variation and discuss some implications for teacher professional development.

  18. HOW TO GENERATE AUTONOMOUS QUESTIONING IN SECONDARY MATHEMATICS TEACHING?

    DEFF Research Database (Denmark)

    Jessen, Britta Eyrich

    2017-01-01

    In mathematics education it is still a major challenge to find ways to nurture students to pose and pursue their own questions in order to learn mathematics. During the last three decades problem posing has been explored through different approaches and in empirical studies. This paper presents...... the result of an empirical study, where teaching was designed and conducted based on The Anthropological Theory of the Didactic. It is shown how a changed didactic contract and open generating questions posed by the teacher can support students’ autonomous questioning of the taught knowledge. In the study......, students developed knowledge that went beyond curriculum requirements through autonomous activities, which were different from more traditional school and pedagogical culture....

  19. Didactic strategies through authentic performances in the Mathematics teaching process

    Directory of Open Access Journals (Sweden)

    Enrique Diaz Chong

    2016-09-01

    Full Text Available The main objective of this article is gather a set of Mathematic didactic strategies by improving the academic performance and acquiring skills and abilities through authentic performances during the teaching process. The investigation is going to realize with students of the first semester E and with a teacher of Commercial Studies career, applying the “learn to learn” method described in the fundaments since the application of the teaching strategy until the evaluation. Through this method, they acquire basic competence of the mentioned subject and the knowledge in order to use them as future professionals in any life circumstance. It will verify the obtained results by having a better motivation of the students and the discipline comprehension. It is important to highlight that those strategies could be applied in any other subject.

  20. An investigation of elementary preservice teachers’ self-efficacy for teaching mathematics

    Directory of Open Access Journals (Sweden)

    Rebecca McMahon Giles

    2016-12-01

    Full Text Available Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers’ self-efficacy beliefs related to teaching mathematics. Forty-one participants from a single university responded to the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI after completing a constructivist-based elementary mathematics methods course prior to student teaching. The MTEBI is 21-item survey using a 5-point, forced choice Likert-like scale to provide an individual's perceptions of mathematics teaching efficacy beliefs on two subscales—Personal Mathematics Teaching Efficacy Belief (PMTE and Mathematics Teaching Outcome Expectancy (MTOE. Responses on the PMTE subscale (Mean = 51.08, SD=5.171 indicate that the respondents’ personal mathematics teach efficacy is positive. Participants’ responses (Mean = 29.32, SD = 3.29 on the MTOE subscale indicate positive expectations of students' mathematics learning. Attending to preservice teacher efficacy is worthy of examination. Teacher preparation programs must identify opportunities to positively impact mathematics teaching efficacy of preservice teachers.

  1. TEACHERS WHO TEACH MATHEMATICS IN ADULT EDUCATION: CONCEPTS AND TEACHING PRACTICES

    Directory of Open Access Journals (Sweden)

    Andréa Thees

    2012-12-01

    Full Text Available This work represents a subset of a Masters’ research, which investigated how the pedagogical and non-pedagogical professional practices of mathematics teachers who teach in adult education are developed. In this paper we present the curricular management practices, tasks and materials, communication and evaluation. Through a case study of the daily activities of three math teachers who teach young people and adults, a qualitative research was developed, whose investigative tools were field observations, semi-structured interviews and questionnaires. Our study indicated that curriculum management practices are determined by a straightforward exposition teaching style, based on problem solving. Regarding the proposed tasks, teachers do not resort to learning materials other than blackboard and chalk, and rarely use the textbook. Communication in the classroom is univocal, sometimes supplemented by inadequate metaphors, especially in the teaching of algebra. The practices of student evaluation are predominantly focused on the summative function.

  2. Interactive Whiteboards in Mathematics Teaching: A Literature Review

    Directory of Open Access Journals (Sweden)

    Mauro De Vita

    2014-01-01

    Full Text Available An interactive whiteboard (IWB is a relatively new tool that provides interesting affordances in the classroom environment, such as multiple visualization and multimedia presentation and ability for movement and animation. These affordances make IWBs an innovative tool with high potential for mathematics instructional environments. IWBs can be used to focus on the development of specific mathematical concepts and to improve mathematical knowledge and understanding. The aim of this paper is to review the existing literature upon the use of interactive whiteboards (IWBs in mathematics classrooms. The reviewed studies offer a wide view of IWBs’ affordances, of the more interesting didactic practices, and of the difficulties of embedding this new technology in the classroom. The capabilities of IWBs to enhance the quality of interaction, and, consequently, to improve conceptual mathematical understanding are broadly recognized. Despite these capabilities, evidence from the studies points to a certain inertia on the part of many teachers to do anything else than use IWBs as large-scale visual blackboards or presentation tools. The emerging view of how to attempt to overcome these obstacles is that there is need for greater attention to the pedagogy associated with IWB use and, more specifically, to stimulate the design of new kinds of learning environments.

  3. Adapting Technological Pedagogical Content Knowledge Framework to Teach Mathematics

    Science.gov (United States)

    Getenet, Seyum Tekeher

    2017-01-01

    The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This study describes the development of a mathematics specific variety of the technological pedagogical content knowledge…

  4. Research about teaching of the mathematics to youth and adults with intellectual disabilities in the EJA

    Directory of Open Access Journals (Sweden)

    Jessica de Brito

    2014-08-01

    Full Text Available For ages, Youth and Adults (EJA is drawing a profile of its own, as this school is comprised of a diverse social, economic and cultural. Thus, it is up to schools to organize themselves, ensuring necessary conditions for access, retention and quality education to all. In this space, we highlight a new student body of EJA which has been expanding in recent censuses school: pupils who are part of the target audience of Special Education. We control for mathematics teaching for students with intellectual disabilities. The present study aimed to conduct a mapping of scientific production (theses and dissertations, focusing on the teaching of mathematics to young people and adults with intellectual disabilities in the EJA. We carried out the survey with the bank of theses and dissertations Capes, starting this search for descriptors that addressed specific mathematics teaching in adult education. Among the selected studies, few productions were found on this topic. To fill this gap, it is urgent, research aimed at the interface between Special Education and Education of Youth and Adults.

  5. Shifting Pre-Service Teachers' Beliefs about Mathematics Teaching: The Contextual Situation of a Mathematics Methods Course

    Science.gov (United States)

    Jao, Limin

    2017-01-01

    For pre-service teachers (PSTs) who have been exposed to traditional approaches, teacher education courses can be a revelatory experience in their development as educators. This study explores if Canadian upper elementary/lower secondary (grades 4-10) PSTs change their beliefs about mathematics teaching as a result of taking a mathematics methods…

  6. Music-Themed Mathematics Education as a Strategy for Improving Elementary Preservice Teachers' Mathematics Pedagogy and Teaching Self-Efficacy

    Science.gov (United States)

    An, Song A.; Tillman, Daniel A.; Paez, Carlos R.

    2015-01-01

    This study investigated the effects upon elementary preservice teachers' mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n = 152) were recruited for this…

  7. Mathematics training for the teaching of basic knowledge in times of teaching school reform of Parana (Year 1920

    Directory of Open Access Journals (Sweden)

    Iara da Silva França

    2016-06-01

    Full Text Available Abstract The article discusses the mathematical training of primary teachers in Paraná and aims to understand how elementary mathematical knowledge was included in the reform carried out by Lysimaco Ferreira da Costa, in the 1920’s and directed by Prieto Martinez for the modernization of the state’s primary education. Supported by theoretical and methodological framework of cultural history, this study is guided by the question: Considering the Reform of teaching school and thinking about the mathematics education of Paraná teachers, what has changed, why has it changed and what for? With the reform subjects more focused on practical teaching in primary school were introduced, and that favored the renewal of teaching methods and teaching resources, curriculum reorganization which reflected in the quality of Math education of future teachers in the state’s primary education. Keywords: Mathematics Teaching. Primary Education Teacher. History of Education.

  8. Mathematics Teachers' Views about Teaching as a Profession: Final Results of a Four-Year Longitudinal Study. A Report from the Urban Mathematics Collaborative Documentation Project. Program Report 91-4.

    Science.gov (United States)

    Middleton, James A.; And Others

    This paper reports the results of a 4-year longitudinal study of approximately 600 urban mathematics teachers who were surveyed to ascertain their attitudes regarding certain attributes of the profession of mathematics teaching, specifically: the use of the professional organization as a major referent, the belief in service to the public, the…

  9. Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge for Teaching Mathematics with the Geometer's Sketchpad through Lesson Study

    Science.gov (United States)

    Meng, Chew Cheng; Sam, Lim Chap

    2013-01-01

    The purpose of this study was to develop pre-service secondary teachers' technological pedagogical content knowledge (TPACK) for teaching mathematics with The Geometer's Sketchpad (GSP) through Lesson Study (LS). Specifically, a single-group pretest-posttest design was employed to examine whether there was a significant difference in the…

  10. What Mathematics Teachers Say about the Teaching Strategies in the Implementation of Tasks

    Science.gov (United States)

    Enríquez, Jakeline Amparo Villota; de Oliveira, Andréia María Pereira; Valencia, Heriberto González

    2018-01-01

    In this article we will discuss, through the explanations given by teachers who teach Mathematics, the importance of using teaching strategies in the implementation of tasks. Teachers who participated in it belong to the group "Observatory Mathematics Education" (OME-Bahia). This study was framed in a qualitative approach and data were…

  11. A Study of Early Childhood Mathematics Teaching in the United States and China

    Science.gov (United States)

    Li, Xia; Chi, Liping; DeBey, Mary; Baroody, Arthur J.

    2015-01-01

    Research Findings: The present study involved using a questionnaire to investigate the mathematics teaching practices of 74 U.S. and 67 Chinese early childhood teachers. Quantitative and qualitative analyses yielded several key findings. First, U.S. teachers are less intentional in mathematics teaching than their Chinese counterparts.…

  12. Unpacking Personal Identities for Teaching Mathematics within the Context of Prospective Teacher Education

    Science.gov (United States)

    Hodges, Thomas E.; Hodge, Lynn Liao

    2017-01-01

    This article explores the personal identities of two prospective elementary teachers as they progressed from mathematics methods coursework into their capstone student teaching semester. Results indicate that both prospective teachers perceived contrasting obligations of effective mathematics teaching in the teacher education and student teaching…

  13. A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development?

    Science.gov (United States)

    Isiksal-Bostan, Mine

    2016-01-01

    The aim of this longitudinal study was to examine prospective teachers' mathematics teaching efficacy belief during their enrollment in teacher education program and at the end of their first year of teaching. In addition, the factors that enhance or inhibit participants' efficacy belief and how these factors affect their mathematics teaching…

  14. A Case Study of Effective Practice in Mathematics Teaching and Learning Informed by Valsiner's Zone Theory

    Science.gov (United States)

    Geiger, Vince; Anderson, Judy; Hurrell, Derek

    2017-01-01

    The characteristics that typify an effective teacher of mathematics and the environments that support effective teaching practices have been a long-term focus of educational research. In this article we report on an aspect of a larger study that investigated "best practice" in mathematics teaching and learning across all Australian…

  15. Preschool Teachers' Perceived Math Anxiety and Self-Efficacy for Teaching Mathematics

    Science.gov (United States)

    Cook, Carolyn D.

    2017-01-01

    This study explored the relationship between math anxiety and perceived self-efficacy for teaching mathematics in preschool teachers. Perceptions of and attributions for the teachers' perceived math anxiety and perceived self-efficacy for teaching mathematics were also explored. The study employed a mixed-method design consisting of both…

  16. Internal consistency reliability and validity of the Arabic translation of the Mathematics Teaching Efficacy Beliefs Instrument.

    Science.gov (United States)

    Alkhateeb, Haitham M

    2004-06-01

    The Arabic translation of the Mathematics Teaching Efficacy Beliefs was completed by 144 undergraduate students (M age=20.6) in Jordan. The findings support the internal reliability of the Arabic translation of the Mathematics Teaching Efficacy Beliefs as well as its construct validity.

  17. Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory

    Science.gov (United States)

    Bair, Sherry L.; Rich, Beverly S.

    2011-01-01

    This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (2003b) model of Mathematical Knowledge for Teaching (MKT), as Specialized Content Knowledge for Teaching (SCK) in algebraic reasoning and number sense. The research employed multiple cases across three years from two…

  18. Strategies Used to Teach Mathematics to Special Education Students from the Teachers' Perspective

    Science.gov (United States)

    Brown, Desline A.

    2016-01-01

    The perspectives of special education teachers on the strategies used to teach mathematics to special education students were examined in this dissertation. Three central research questions that guided the study are: (a) What were New York special education teachers' opinions about the methods they use to teach mathematics to special education…

  19. Revitalising Mathematics Classroom Teaching through Lesson Study (LS): A Malaysian Case Study

    Science.gov (United States)

    Lim, Chap Sam; Kor, Liew Kee; Chia, Hui Min

    2016-01-01

    This paper discusses how implementation of Lesson Study (LS) has brought about evolving changes in the quality of mathematics classroom teaching in one Chinese primary school. The Japanese model of LS was adapted as a teacher professional development to improve mathematics teachers' teaching practices. The LS group consisted of five mathematics…

  20. The Functions of Function Discourse--University Mathematics Teaching from a Commognitive Standpoint

    Science.gov (United States)

    Viirman, Olov

    2014-01-01

    This paper addresses a topic within university mathematics education which has been somewhat underexplored: the teaching practices actually used by university mathematics teachers when giving lectures. The study investigates the teaching practices of seven Swedish university teachers on the topic of functions using a discursive approach, the…

  1. Teaching (Un)Connected Mathematics: Two Teachers' Enactment of the Pizza Problem

    Science.gov (United States)

    Hill, Heather C.; Charalambous, Charalambos Y.

    2012-01-01

    This paper documents the ways mathematical knowledge for teaching (MKT) and curriculum materials appear to contribute to the enactment of a 7th grade "Connected Mathematics Project" lesson on comparing ratios. Two teachers with widely differing MKT scores are compared teaching this lesson. The comparison of the teachers' lesson enactments suggests…

  2. An Analysis of Instruments that Measure the Quality of Mathematics Teaching in Early Childhood

    Science.gov (United States)

    Kilday, Carolyn R.; Kinzie, Mable B.

    2009-01-01

    The evaluation of teaching quality in mathematics has become increasingly important following research reports indicating that preschoolers are developmentally able to engage in mathematic thought and that child performance in mathematics at this level is a strong predictor of later school achievement. As attention turns to early mathematics…

  3. Reading and Reflecting: Elementary Preservice Teachers' Conceptions about Teaching Mathematics for Equity

    Science.gov (United States)

    Jackson, Christa; Jong, Cindy

    2017-01-01

    Teaching mathematics for equity is critical because it provides opportunities for all students, especially those who have been traditionally marginalised, to learn mathematics that is rigorous and relevant to their lives. This article reports on our work, as mathematics teacher educators, on exposing and engaging 60 elementary preservice teachers…

  4. Prospective Mathematics Teachers' Perceptions on and Adaptation of Student-Centred Approach to Teaching

    Science.gov (United States)

    Osmanoglu, Aslihan; Dincer, Emrah Oguzhan

    2018-01-01

    The aim of this study was to investigate prospective secondary mathematics teachers' perceptions on and adaptation of student-centred approach to teaching. The study was conducted with 58 prospective secondary mathematics teachers who were the graduates from mathematics departments from different universities' Science and Literature faculties.…

  5. Connecting Theory and Practice: Preservice Teachers' Construction of Practical Tools for Teaching Mathematics

    Science.gov (United States)

    Jacobbe, Tim; Ross, Dorene D.; Caron, D. Alvarez; Barko, Timothy; Busi, Rich

    2014-01-01

    The National Council of Teachers of Mathematics (NCTM) has called for changes in mathematics teaching from a procedural to conceptual focus since 1980, yet the way mathematics is taught in many classrooms continues to contradict the recommended practices. The pervasiveness of this challenge has led some educators to suggest changes in university…

  6. Teachers' Views of the Challenges of Teaching Grade 9 Applied Mathematics in Toronto Schools

    Science.gov (United States)

    Stoilescu, Dorian; McDougall, Douglas; Egodawatte, Gunawardena

    2016-01-01

    Mathematics teachers, mathematics department heads, curriculum leaders, and administrators from 11 schools in four school boards from Toronto, Ontario, Canada, participated in a project to improve the teaching and learning in grade 9 mathematics classrooms. In each of these schools, an implementation team was created, so that at least three…

  7. Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching

    Science.gov (United States)

    Burton, Megan; Daane, C. J.; Giesen, Judy

    2008-01-01

    This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…

  8. The Effect of Peer Teaching on Mathematics Academic Achievement of the Undergraduate Students in Oman

    Science.gov (United States)

    Abdelkarim, Ra'ed; Abuiyada, Reem

    2016-01-01

    This study explored the effects of peer teaching on mathematics academic achievement of the undergraduate students in Oman. The sample of this study composed of (32) undergraduate female students enrolled in the course, "Mathematics for Social Sciences I" in Mathematics and Sciences Unit in Dhofar University in spring semester 2014-2015.…

  9. Mathematics teaching and learning: a paper starting from Invalsi data

    Directory of Open Access Journals (Sweden)

    Veronica Riccardi

    2016-04-01

    Full Text Available This paper illustrates the main teaching practices features in the Italian primary and secondary school, by using new data, provided by Invalsi, about teachers’ daily activities. We merge such information with the scores achieved by the students in the Invalsi test. Our study reframes the cognitive test results in mathematics from a new bottom-up perspective, that is internal to the educational system. La didattica della matematica e gli apprendimenti: un contributo a partire dai dati InvalsiLa finalità principale del presente lavoro è di illustrare alcune caratteristiche delle pratiche didattiche del primo e del secondo ciclo di istruzione, utilizzando alcuni nuovi dati forniti da Invalsi sulle attività quotidiane degli insegnanti. Unendo queste informazioni con i punteggi ottenuti dagli studenti nel test Invalsi, si vogliono approfondire i risultati ottenuti dagli studenti in matematica partendo da una nuova prospettiva, interna al sistema di educazione. 

  10. Science and mathematics teachers’ core teaching conceptions and their implications for engaging in cross-curricular innovations

    Directory of Open Access Journals (Sweden)

    Hanne Møller Andersen

    2010-04-01

    Full Text Available Previous studies have found core teaching conceptions (CTCs to influence teachers’ actions, i.e. how they engage with new teaching practices (e.g. Lotter, Harwood, & Bonner, 2007. This study explores typical CTCs and their subject specific nature in a sample of teachers from physics, biology, and mathematics in Danish upper secondary school. Teachers’ CTCs were investigated through their essay responses to a set of open core questions, administered through a web-platform. Results demonstrate that teachers’ CTCs come in subject specific flavours, encompassing their purpose for teaching the subject, their conceptions of teaching and learning, and their conceptions of interdisciplinary teaching. It is argued that such differences shape teachers’ engagement with new cross-curricular innovations in the Danish context. Assessing and addressing typical and personal CTCs are found to be crucial to a successful implementation of current reform-initiatives, for teacher training, and for self-regulated professional development among teachers.

  11. Gains in the Education of Mathematics and Science GEMS: Teaching Robotics to High School Students

    Science.gov (United States)

    2013-01-01

    find amusing but that we find of less educational value, like having the robots say comical things. Those who have more teaching time would doubtless...Gains in the Education of Mathematics and Science GEMS: Teaching Robotics to High School Students by Edward M. Measure and Edward Creegan...TR-6220 January 2013 Gains in the Education of Mathematics and Science (GEMS): Teaching Robotics to High School Students Edward M

  12. Exploration of Pre-Service Teachers' Beliefs in Relation to Mathematics Teaching Activities in Classroom-Based Setting

    Science.gov (United States)

    Kul, Umit; Celik, Sedef

    2017-01-01

    This paper has been conducted to determine future teachers' mathematical beliefs and to explore the relationship between their mathematical beliefs and initial teaching practice in a classroom setting, in terms of how they design the content of teaching activities, they employed the style of teaching in mathematics, and they engaged with pupils. A…

  13. VIRTUAL ENVIRONMENT FOR THE SUBJECT TEACHING MATHEMATICS IN ELEMENTARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Karla Elizabeth Barrera-del Castillo

    2015-07-01

    Full Text Available In this work is described the proposal of a model of semi-presence educational intervention for the subject, "Teaching of Mathematics in basic education", corresponding to the fourth semester of Special Education Bachelor's Degree, Plan 2004, of the Specializing Teaching School of the State of Sinaloa (ENEES, that attend the desirable characteristics of the graduates in the effective and efficient use of the technological tools, disciplinary competences, collaborative work and digital competences which are developed through the adaptation and the use of the model proposed. In this task, it is attended the digital literacy too, that the society of knowledge demands; firstly in function of the personal development needs, and then to respond to the actual educational context. The model of educational intervention defined in this task contributes to the interaction of teachers and students with technological background, collaborative work, groups of study, material and activities for each topic to develop. It was used the e-Collaborative Learning Sistema Integral Colaborativo para la Educación sin Barreras (SICEB implemented by the Secretary of Public Education and Culture (SEPyC, in which various types of learning objects are integrated among synchronized and unsynchronized activities. The proposed model is given through the defined criteria by the e-pedagogy which involves concepts such as quality, values and efficiency with support of the Learning Technologies and Knowledge (TAC.

  14. Measuring Practices of Teaching for Social Justice in Elementary Mathematics Classrooms

    Science.gov (United States)

    Reagan, Emilie Mitescu; Pedulla, Joseph J.; Jong, Cindy; Cannady, Mac; Cochran-Smith, Marilyn

    2011-01-01

    This study used the Teaching for Social Justice Observation Scale (TSJOS) of the Reformed Teaching Observation Protocol-Plus (RTOP+) to examine the extent to which twenty-two novice elementary teachers implemented practices related to teaching for social justice in their mathematics instruction. In addition, this study sought to examine the extent…

  15. Development of Contextual Mathematics teaching Material integrated related sciences and realistic for students grade xi senior high school

    Science.gov (United States)

    Helma, H.; Mirna, M.; Edizon, E.

    2018-04-01

    Mathematics is often applied in physics, chemistry, economics, engineering, and others. Besides that, mathematics is also used in everyday life. Learning mathematics in school should be associated with other sciences and everyday life. In this way, the learning of mathematics is more realstic, interesting, and meaningful. Needs analysis shows that required contextual mathematics teaching materials integrated related sciences and realistic on learning mathematics. The purpose of research is to produce a valid and practical contextual mathematics teaching material integrated related sciences and realistic. This research is development research. The result of this research is a valid and practical contextual mathematics teaching material integrated related sciences and realistic produced

  16. Developing a Deeper Understanding of "Mathematics Teaching Expertise": An Examination of Three Chinese Mathematics Teachers' Resource Systems as Windows into Their Work and Expertise

    Science.gov (United States)

    Pepin, Birgit; Xu, Binyan; Trouche, Luc; Wang, Chongyang

    2017-01-01

    In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics "expert" teachers. Exploiting the Western and Eastern literature we examine the notion of "mathematics teaching expertise", as…

  17. Teaching mathematics remotely: changed practices in distance education

    Science.gov (United States)

    Lowrie, Tom; Jorgensen, Robyn

    2012-09-01

    This investigation explored the challenges of creating meaningful mathematics practices for a community engaged in Distance Education (DE). Specifically, the study maps the influence of new technologies on the practices of a learning community where mathematics was taught remotely. The theoretical framework of this study utilised Bourdieu's work on practice to consider the changed nature of the field, in this case, remote education provision, over time. By using Bourdieu's notion of field, we are better able to understand the ways in which practices and discourses shape particular ways of working in rural education provision. The results of the study show that Field 1 was innovative and beyond the non-school world, while Field 2 lagged behind the technological resources of the non-school world.

  18. Teaching by Open-Approach Method in Japanese Mathematics Classroom.

    Science.gov (United States)

    Nohda, Nobuhiko

    Mathematics educators in Japan have traditionally emphasized mathematical perspectives in research and practice. This paper features an account of changes in mathematics education in Japan that focus on the possibilities of individual students as well as their mathematical ways of thinking. Students' mathematical thinking, mathematical…

  19. Construction of teacher knowledge in context: Preparing elementary teachers to teach mathematics and science

    Science.gov (United States)

    Lowery, Maye Norene Vail

    1998-12-01

    The purposes of this study were to further the understanding of how preservice teacher construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science and to determine the extent of that knowledge in a school-based setting. Preservice teachers, university instructors, inservice teachers, and other school personnel were involved in this context-specific study. Evidence of the preservice teachers' knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. Collected data included individual and group interviews, course documents, artifacts, and preservice teaching portfolios. Innovative aspects of this integrated mathematics and science elementary methods course included standards-based instruction with immediate access to field experiences. Grade-level teams of preservice and inservice teachers planned and implemented lessons in mathematics and science for elementary students. An on-site, portable classroom building served as a mathematics and science teaching and learning laboratory. A four-stage analysis was performed, revealing significant patterns of learning. An ecosystem of learning within a constructivist learning environment was identified to contain three systems: the university system; the school system; and the cohort of learners system. A mega system for the construction of teacher knowledge was revealed in the final analysis. Learning venues were discovered to be the conduits of learning in a situated learning context. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge through identified learning components. Patience, flexibility, and communication were identified as necessities for successful teaching. Learning components included: collaboration with inservice teachers; implementation of discovery learning and hands-on/minds-on learning; small groupwork; lesson planning

  20. Attitude Determination Error Analysis System (ADEAS) mathematical specifications document

    Science.gov (United States)

    Nicholson, Mark; Markley, F.; Seidewitz, E.

    1988-01-01

    The mathematical specifications of Release 4.0 of the Attitude Determination Error Analysis System (ADEAS), which provides a general-purpose linear error analysis capability for various spacecraft attitude geometries and determination processes, are presented. The analytical basis of the system is presented. The analytical basis of the system is presented, and detailed equations are provided for both three-axis-stabilized and spin-stabilized attitude sensor models.

  1. Pre-service teachers' experiences teaching secondary mathematics in English-medium schools in Tanzania

    Science.gov (United States)

    Kasmer, Lisa

    2013-09-01

    In order to promote mathematical understanding among English Language Learners (ELLs), it is necessary to modify instructional strategies to effectively communicate mathematical content. This paper discusses the instructional strategies used by four pre-service teachers to teach mathematics to secondary students in English-medium schools in Arusha, Tanzania as a result of the tensions they faced and reflections on their teaching. Strategies such as code switching, attending to sentence structure, non-linguistic representations, and placing the content within a familiar context proved to be beneficial strategies for conveying mathematical ideas.

  2. The Mathematical Development Beliefs Survey: Validity and Reliability of a Measure of Preschool Teachers' Beliefs about the Learning and Teaching of Early Mathematics

    Science.gov (United States)

    Platas, Linda M.

    2015-01-01

    The Mathematical Development Beliefs Survey was developed to measure early childhood teachers' beliefs about mathematics teaching and learning in the preschool classroom. This instrument was designed to measure beliefs concerning (a) age-appropriateness of mathematics instruction, (b) classroom locus of generation of mathematical knowledge…

  3. Interactions Between Mathematics and Physics: The History of the Concept of Function—Teaching with and About Nature of Mathematics

    Science.gov (United States)

    Kjeldsen, Tinne Hoff; Lützen, Jesper

    2015-07-01

    In this paper, we discuss the history of the concept of function and emphasize in particular how problems in physics have led to essential changes in its definition and application in mathematical practices. Euler defined a function as an analytic expression, whereas Dirichlet defined it as a variable that depends in an arbitrary manner on another variable. The change was required when mathematicians discovered that analytic expressions were not sufficient to represent physical phenomena such as the vibration of a string (Euler) and heat conduction (Fourier and Dirichlet). The introduction of generalized functions or distributions is shown to stem partly from the development of new theories of physics such as electrical engineering and quantum mechanics that led to the use of improper functions such as the delta function that demanded a proper foundation. We argue that the development of student understanding of mathematics and its nature is enhanced by embedding mathematical concepts and theories, within an explicit-reflective framework, into a rich historical context emphasizing its interaction with other disciplines such as physics. Students recognize and become engaged with meta-discursive rules governing mathematics. Mathematics teachers can thereby teach inquiry in mathematics as it occurs in the sciences, as mathematical practice aimed at obtaining new mathematical knowledge. We illustrate such a historical teaching and learning of mathematics within an explicit and reflective framework by two examples of student-directed, problem-oriented project work following the Roskilde Model, in which the connection to physics is explicit and provides a learning space where the nature of mathematics and mathematical practices are linked to natural science.

  4. The Relationships among Pre-Service Mathematics Teachers' Beliefs about Mathematics, Mathematics Teaching, and Use of Technology in China

    Science.gov (United States)

    Yang, Xinrong; Leung, Frederick K. S.

    2015-01-01

    This paper investigated pre-service mathematics teachers' mathematics beliefs, beliefs about information and communication technology (ICT), and their relationships. 787 pre-service mathematics teachers in China completed a survey questionnaire measuring their beliefs about the nature of mathematics, beliefs about mathematics learning and…

  5. Teaching Undergraduate Mathematics Using CAS Technology: Issues and Prospects

    Science.gov (United States)

    Tobin, Patrick C.; Weiss, Vida

    2016-01-01

    The use of handheld CAS technology in undergraduate mathematics courses in Australia is paradoxically shrinking under sustained disapproval or disdain from the professional mathematics community. Mathematics education specialists argue with their mathematics colleagues over a range of issues in course development and this use of CAS or even…

  6. Improving Mathematical Communication Ability and Self Regulation Learning Of Yunior High Students by Using Reciprocal Teaching

    Directory of Open Access Journals (Sweden)

    Abdul Qohar

    2013-01-01

    Full Text Available This paper presents the findings from a posttest experiment control group design  by  using reciprocal teaching, conducted  in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning.  Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java.  The instruments of the study were an essay mathematical communication test, and a self regulated learning scale. The study found that reciprocal teaching took the best role among school  cluster  and students’ prior mathematics ability on students’ mathematical communication ability and self regulated learning as well.  The other finding were there was interaction between school cluster and teaching approaches, but was no interaction between students’ prior mathematics ability and teaching approaches on mathematical communication ability and  self regulated learning. Moreover, there was association between mathematical communication and self regulated learningKeywords: Reciprocal Teaching, Mathematical Communication, Self Regulated Learning DOI: http://dx.doi.org/10.22342/jme.4.1.562.59-74

  7. Improving the basic skills of teaching mathematics through learning with search-solve-create-share strategy

    Science.gov (United States)

    Rahayu, D. V.; Kusumah, Y. S.; Darhim

    2018-05-01

    This study examined to see the improvement of prospective teachers’ basic skills of teaching mathematics through search-solve-create-share learning strategy based on overall and Mathematical Prior Knowledge (MPK) and interaction of both. Quasi experiments with the design of this experimental-non-equivalent control group design involved 67 students at the mathematics program of STKIP Garut. The instrument used in this study included pre-test and post-test. The result of this study showed that: (1) The improvement and achievement of the basic skills of teaching mathematics of the prospective teachers who get the learning of search-solve-create-share strategy is better than the improvement and achievement of the prospective teachers who get the conventional learning as a whole and based on MPK; (2) There is no interaction between the learning used and MPK on improving and achieving basic skills of teaching mathematics.

  8. The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science

    Science.gov (United States)

    Gilbert, Sarah

    2014-01-01

    We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the inventory in 10 min or less, and the results allow meaningful comparisons of the teaching used for the different courses and instructors within a department and across different departments. We also show how the inventory results can be used to gauge the extent of use of research-based teaching practices, and we illustrate this with the inventory results for five departments. These results show the high degree of discrimination provided by the inventory, as well as its effectiveness in tracking the increase in the use of research-based teaching practices. PMID:25185237

  9. Contradictions and shifts in teaching with a new curriculum: The role of mathematics

    DEFF Research Database (Denmark)

    Stouraitis, Konstantinos; Potari, Despina; Skott, Jeppe

    2015-01-01

    In the framework of Cultural Historical Activity Theory (AT) contradictions are sources of change and development. Borrowing concepts from AT we attempt an interpretation of identified contradictions in a collaborative context where teachers plan and evaluate their teaching in the process...... of enacting a new mathematics curriculum. We examine the connection between contradictions and shifts in teaching activity, with a special focus on the mathematical character of these contradictions. We claim that dialectical oppositions lying in the background of these contradictions promote teachers...

  10. Mathematical modelling of digit specification by a sonic hedgehog gradient

    KAUST Repository

    Woolley, Thomas E.; Baker, Ruth E.; Tickle, Cheryll; Maini, Philip K.; Towers, Matthew

    2013-01-01

    Background: The three chick wing digits represent a classical example of a pattern specified by a morphogen gradient. Here we have investigated whether a mathematical model of a Shh gradient can describe the specification of the identities of the three chick wing digits and if it can be applied to limbs with more digits. Results: We have produced a mathematical model for specification of chick wing digit identities by a Shh gradient that can be extended to the four digits of the chick leg with Shh-producing cells forming a digit. This model cannot be extended to specify the five digits of the mouse limb. Conclusions: Our data suggest that the parameters of a classical-type morphogen gradient are sufficient to specify the identities of three different digits. However, to specify more digit identities, this core mechanism has to be coupled to alternative processes, one being that in the chick leg and mouse limb, Shh-producing cells give rise to digits; another that in the mouse limb, the cellular response to the Shh gradient adapts over time so that digit specification does not depend simply on Shh concentration. Developmental Dynamics 243:290-298, 2014. © 2013 Wiley Periodicals, Inc.

  11. Mathematical modelling of digit specification by a sonic hedgehog gradient

    KAUST Repository

    Woolley, Thomas E.

    2013-11-26

    Background: The three chick wing digits represent a classical example of a pattern specified by a morphogen gradient. Here we have investigated whether a mathematical model of a Shh gradient can describe the specification of the identities of the three chick wing digits and if it can be applied to limbs with more digits. Results: We have produced a mathematical model for specification of chick wing digit identities by a Shh gradient that can be extended to the four digits of the chick leg with Shh-producing cells forming a digit. This model cannot be extended to specify the five digits of the mouse limb. Conclusions: Our data suggest that the parameters of a classical-type morphogen gradient are sufficient to specify the identities of three different digits. However, to specify more digit identities, this core mechanism has to be coupled to alternative processes, one being that in the chick leg and mouse limb, Shh-producing cells give rise to digits; another that in the mouse limb, the cellular response to the Shh gradient adapts over time so that digit specification does not depend simply on Shh concentration. Developmental Dynamics 243:290-298, 2014. © 2013 Wiley Periodicals, Inc.

  12. Using Mental Imagery Processes for Teaching and Research in Mathematics and Computer Science

    Science.gov (United States)

    Arnoux, Pierre; Finkel, Alain

    2010-01-01

    The role of mental representations in mathematics and computer science (for teaching or research) is often downplayed or even completely ignored. Using an ongoing work on the subject, we argue for a more systematic study and use of mental representations, to get an intuition of mathematical concepts, and also to understand and build proofs. We…

  13. Validity-Supporting Evidence of the Self-Efficacy for Teaching Mathematics Instrument

    Science.gov (United States)

    McGee, Jennifer R.; Wang, Chuang

    2014-01-01

    The purpose of this study is to provide evidence of reliability and validity of the Self-Efficacy for Teaching Mathematics Instrument (SETMI). Self-efficacy, as defined by Bandura, was the theoretical framework for the development of the instrument. The complex belief systems of mathematics teachers, as touted by Ernest provided insights into the…

  14. Does Gender Inequality Influence Interest in Pursuing a Career in Science or Mathematics Teaching?

    Science.gov (United States)

    Morales, Marie Paz E.; Avilla, Ruel A.; Espinosa, Allen A.

    2016-01-01

    The present study explored gender inequality in K to 12 basic education, based on the experiences of first year pre-service science and mathematics teachers. It also determined if pre-service teachers' pursuit of a career in science or mathematics teaching was related to gender influences. A survey instrument was used to gather data for the study.…

  15. Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems

    Science.gov (United States)

    Saunders, Alicia F.; Spooner, Fred; Ley Davis, Luann

    2018-01-01

    Mathematical problem solving is necessary in many facets of everyday life, yet little research exists on how to teach students with more severe disabilities higher order mathematics like problem solving. Using a multiple probe across participants design, three middle school students with moderate intellectual disability (ID) were taught to solve…

  16. Preservice Teachers' Beliefs and Attitude about Teaching and Learning Mathematics through Music: An Intervention Study

    Science.gov (United States)

    An, Song A.; Ma, Tingting; Capraro, Mary Margaret

    2011-01-01

    This article presents exploratory research investigating the integration of music and a mathematics lesson as an intervention to promote preservice teachers' attitude and confidence and to extend their beliefs toward teaching mathematics integrated with music. Thirty students were randomly selected from 64 preservice teachers in a southern…

  17. Applications of a Sequence of Points in Teaching Linear Algebra, Numerical Methods and Discrete Mathematics

    Science.gov (United States)

    Shi, Yixun

    2009-01-01

    Based on a sequence of points and a particular linear transformation generalized from this sequence, two recent papers (E. Mauch and Y. Shi, "Using a sequence of number pairs as an example in teaching mathematics". Math. Comput. Educ., 39 (2005), pp. 198-205; Y. Shi, "Case study projects for college mathematics courses based on a particular…

  18. Moving beyond Solving for "x": Teaching Abstract Algebra in a Liberal Arts Mathematics Course

    Science.gov (United States)

    Cook, John Paul

    2015-01-01

    This paper details an inquiry-based approach for teaching the basic notions of rings and fields to liberal arts mathematics students. The task sequence seeks to encourage students to identify and comprehend core concepts of introductory abstract algebra by thinking like mathematicians; that is, by investigating an open-ended mathematical context,…

  19. Effects of Teaching Strategies on Student Motivation to Learn in High School Mathematics Classes

    Science.gov (United States)

    Toles, Ann

    2010-01-01

    To succeed in an increasing technological and global society, students need to develop strong mathematical and problem-solving skills. This qualitative grounded theory study examined student perceptions of the ways in which teaching strategies in high school mathematics classes affect student motivation to learn the subject. Study participants…

  20. An Investigation of Elementary Preservice Teachers' Self-Efficacy for Teaching Mathematics

    Science.gov (United States)

    Giles, Rebecca McMahon; Byrd, Kelly O.; Bendolph, Angelia

    2016-01-01

    Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers' self-efficacy beliefs related to teaching mathematics. Forty-one…

  1. The enhancement of students' mathematical self-efficacy through teaching with metacognitive scaffolding approach

    Science.gov (United States)

    Prabawanto, S.

    2018-05-01

    This research aims to investigate the enhancement of students’ mathematical self- efficacy through teaching with metacognitive scaffolding approach. This research used a quasi- experimental design with pre-post respon control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 students who acquire teaching mathematics under metacognitive approach, while the control group consists of 58 students who acquire teaching mathematics under direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical self-efficacy instruments. By using mean difference test, two conclusions of the research: (1) there is a significant difference in the enhancement of mathematical self-efficacy between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and (2) there is no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students’ mathematical self-efficacy.

  2. Technology Use and Mathematics Teaching: Teacher Change as Discursive Identity Work

    Science.gov (United States)

    Chronaki, Anna; Matos, Anastasios

    2014-01-01

    Teacher change towards developing competences for technology use in mathematics teaching has been the focus of current educational reforms worldwide. However, a considerable amount of research denotes the extent to which teachers resist a full integration of technology in mathematics classrooms. The present paper is based on an ethnographic study…

  3. South Dakota Middle School Mathematics Teachers' Perceptions of Teaching Competencies

    Science.gov (United States)

    Bleecker, Heather A.

    2017-01-01

    This quantitative research study investigates South Dakota middle school (grades 5-8) mathematics teachers' perceptions of teaching competencies including general pedagogical knowledge (GPK) and mathematical pedagogical content knowledge (MPCK). The study also considered how teacher characteristics relate to teacher competencies. The study…

  4. Modelling the Intention to Use Technology for Teaching Mathematics among Pre-Service Teachers in Serbia

    Science.gov (United States)

    Teo, Timothy; Milutinovic, Verica

    2015-01-01

    This study aims to examine the variables that influence Serbian pre-service teachers' intention to use technology to teach mathematics. Using the technology acceptance model (TAM) as the framework, we developed a research model to include subjective norm, knowledge of mathematics, and facilitating conditions as external variables to the TAM. In…

  5. Negotiating about Perceived Value Differences in Mathematics Teaching: The Case of Immigrant Teachers in Australia

    Science.gov (United States)

    Seah, Wee Tiong

    2005-01-01

    This paper reports on a qualitative research study exploring the socialisation experiences of immigrant secondary mathematics teachers practising in Australia. Teacher perception of differences in the ways their respective home and the Australian (host) cultures value aspects of mathematics teaching and learning was observed to lead to dissonance.…

  6. Toward Developmental Trajectories: A Commentary on "Assessing Measures of Mathematical Knowledge for Teaching"

    Science.gov (United States)

    Kulikowich, Jonna M.

    2007-01-01

    Operating from multiple literature bases in cognitive psychology, mathematics education, and theoretical and applied psychometrics, Schilling, Hill and their colleagues provide a systemic approach to studying the validity of scores of mathematical knowledge for teaching. This system encompasses an array of task formats and methodologies. The…

  7. Dual Treatments as Starting Point for Integrative Perceptions in Teaching Mathematics

    Science.gov (United States)

    Kërënxhi, Svjetllana; Gjoci, Pranvera

    2015-01-01

    In this paper, we recommend mathematical teaching through dual treatments. The dual treatments notion, classified in dual interpretations, dual analyses, dual solutions, and dual formulations, is explained through concrete examples taken from mathematical textbooks of elementary education. Dual treatments provide opportunities for creating…

  8. The Culture of Exclusion in Mathematics Education and Its Persistence in Equity-Oriented Teaching

    Science.gov (United States)

    Louie, Nicole L.

    2017-01-01

    In this article, I investigate the influence of the dominant culture characterizing mathematics education--which I term the "culture of exclusion"--on efforts to teach for equity. Analyzing a year of observations in an urban high school mathematics department, I found that this culture structured everyday instruction even for teachers…

  9. Developing Mathematical Content Knowledge for Teaching: One Preservice Teacher and Her Planning

    Science.gov (United States)

    Wilson, Susanna

    2016-01-01

    This paper describes how a new pre-service teacher engaged with mathematical content in order to learn it for teaching, during practicum. The results show that the PST learned mathematical content by initiating and carrying out a preparation phase prior to planning. This phase involved searching through internet sites and making notes that were…

  10. MONTO: A Machine-Readable Ontology for Teaching Word Problems in Mathematics

    Science.gov (United States)

    Lalingkar, Aparna; Ramnathan, Chandrashekar; Ramani, Srinivasan

    2015-01-01

    The Indian National Curriculum Framework has as one of its objectives the development of mathematical thinking and problem solving ability. However, recent studies conducted in Indian metros have expressed concern about students' mathematics learning. Except in some private coaching academies, regular classroom teaching does not include problem…

  11. Reflective Implementation of DERIVE in Teaching Mathematics at the University of Food Technology, Plovdiv

    Science.gov (United States)

    Dimitrova, Eva D.

    2007-01-01

    The Department of Mathematics at the University of Food Technology, Plovdiv, Bulgaria, has introduced the Computer Algebra System DERIVE into the Mathematics courses with a view to increasing student motivation and understanding of the material taught as well as the efficiency of the teaching process. With the aim of investigating the effect of…

  12. Does Teaching Geometry with Augmented Reality Affect the Technology Acceptance of Elementary School Mathematics Teacher Candidates?

    Science.gov (United States)

    Önal, Nezih; Ibili, Emin; Çaliskan, Erkan

    2017-01-01

    The purpose of this research is to determine the impact of augmented reality technology and geometry teaching on elementary school mathematics teacher candidates' technology acceptance and to examine participants' views on augmented reality. The sample of the research was composed of 40 elementary school mathematics teacher candidates who were…

  13. Teaching Mathematics in Multilingual Classrooms: Developing Intercultural Competence via a Study Abroad Program

    Science.gov (United States)

    Kasmer, Lisa Anne; Billings, Esther

    2017-01-01

    This study investigated how a study abroad experience teaching mathematics in Tanzania, Africa impacted a group of secondary education pre-service teachers (PSTs) from the United States. In particular we discuss their ability to facilitate the learning of students in multilingual mathematics classrooms while personally developing intercultural…

  14. The Prevalent Rate of Problem-Solving Approach in Teaching Mathematics in Ghanaian Basic Schools

    Science.gov (United States)

    Nyala, Joseph; Assuah, Charles; Ayebo, Abraham; Tse, Newel

    2016-01-01

    Stakeholders of mathematics education decry the rate at which students' performance are falling below expectation; they call for a shift to practical methods of teaching the subject in Ghanaian basic schools. The study explores the extent to which Ghanaian basic school mathematics teachers use problem-solving approach in their lessons. The…

  15. The Use of Software in Academic Stream High School Mathematics Teaching

    Science.gov (United States)

    Clay, Simon; Fotou, Nikolaos; Monaghan, John

    2017-01-01

    This paper reports on classroom observations of senior high school mathematics lessons with a focus on the use of digital technology. The observations were of teachers enrolled in an in-service course, Teaching Advanced Mathematics. The paper reports selected results and comments on: software that was observed to have been used; the use (or not)…

  16. Examining Teaching Based on Errors in Mathematics Amongst Pupils with Learning Disabilities

    Science.gov (United States)

    Magen-Nagar, Noga

    2016-01-01

    Teaching mathematics while learning from students' mistakes, errors and misconceptions, is most important for meaningful learning. This study was based on intervention programs prepared by preservice teachers. It aimed to examine their knowledge of assessment of errors in mathematics amongst pupils with learning disabilities, and their use as a…

  17. A Case of Learning Mathematics the Hard Way as a Teaching Assistant

    OpenAIRE

    Drake, Patricia S

    2005-01-01

    This paper develops early data from a qualitative longitudinal study of the first cohort of five students making the transition from teaching assistant in secondary school to specialist teacher of secondary mathematics. Data from a second cohort of four women and one man starting in 2003 is less complete, but used as appropriate. Bernstein's work on subject classification frames an argument that this student group navigates simultaneously two mathematics discourses: hard university mathematic...

  18. How Bob Barker Would (Probably) Teach Discrete Mathematics

    Science.gov (United States)

    Urness, Timothy

    2010-01-01

    This article proposes a discrete mathematics course in which games from "The Price Is Right" are used to engage students in a deeper, practical study of discrete mathematics. The games themselves are not the focus of the course; rather, the mathematical principles of the games give motivation for the concepts being taught. The game examples are…

  19. Visual Representations in Mathematics Teaching: An Experiment with Students

    Science.gov (United States)

    Debrenti, Edith

    2015-01-01

    General problem-solving skills are of central importance in school mathematics achievement. Word problems play an important role not just in mathematical education, but in general education as well. Meaningful learning and understanding are basic aspects of all kinds of learning and it is even more important in the case of learning mathematics. In…

  20. Connecting Research to Teaching: The "MOST" Productive Student Mathematical Thinking

    Science.gov (United States)

    Stockero, Shari L.; Peterson, Blake E.; Leatham, Keith R.; Van Zoest, Laura R.

    2014-01-01

    Instruction that meaningfully incorporates students' mathematical thinking is widely valued within the mathematics education community (NCTM 2000; Sherin, Louis, and Mendez 2000; Stein et al. 2008). Although being responsive to student thinking is important, not all student thinking has the same potential to support mathematical learning.…

  1. Mathematical Teaching Strategies: Pathways to Critical Thinking and Metacognition

    Science.gov (United States)

    Su, Hui Fang Huang; Ricci, Frederick A.; Mnatsakanian, Mamikon

    2016-01-01

    A teacher that emphasizes reasoning, logic and validity gives their students access to mathematics as an effective way of practicing critical thinking. All students have the ability to enhance and expand their critical thinking when learning mathematics. Students can develop this ability when confronting mathematical problems, identifying possible…

  2. Teaching Mathematics as Agape: Responding to Oppression with Unconditional Love

    Science.gov (United States)

    Amidon, Joel

    2013-01-01

    In this essay, encouraged by the critical examination of mathematics education and mathematics teacher education at the Privilege and Oppression in the Mathematics Preparation of Teacher Educators Conference, the author asks the question: What do I do from a position of power and privilege to interrupt oppression and enable everyone the…

  3. Math in Motion: Origami in the Classroom. A Hands-On Creative Approach to Teaching Mathematics. K-8.

    Science.gov (United States)

    Pearl, Barbara

    This perfect bound teacher's guide presents techniques and activities to teach mathematics using origami paper folding. Part 1 includes a history of origami, mathematics and origami, and careers using mathematics. Parts 2 and 3 introduce paper-folding concepts and teaching techniques and include suggestions for low-budget paper resources. Part 4…

  4. What Are We Afraid of? Arguments against Teaching Mathematics with Technology in the Professional Publications of Organisations for US Mathematicians

    Science.gov (United States)

    Risser, Hilary Smith

    2011-01-01

    More than twenty years after the introduction of the first handheld graphing calculator the mathematics community appears to still be struggling with the use of technology in the teaching and learning of mathematics. One major venue for arguments against technology use in the teaching and learning of mathematics is the news magazines of…

  5. Methods and Materials in Teaching Secondary School Mathematics - Syllabus. Revised Edition.

    Science.gov (United States)

    Gallia, Thomas J.

    This syllabus describes a course designed for the student interested in teaching mathematics at the secondary level and includes both campus centered activities and a field experience. The professor teaching this class is expected to "bridge the gap" between theory in the college classroom and practice as viewed in the secondary school. The…

  6. Assessment for Learning in Norway and Portugal: The Case of Primary School Mathematics Teaching

    Science.gov (United States)

    Nortvedt, Guri A.; Santos, Leonor; Pinto, Jorge

    2016-01-01

    In this study, we aim to understand the forces driving assessment for learning (AfL) in primary school teaching. By applying a case study design, including the two cases of Norway and Portugal and using mathematics teaching as an example, available policy documents and research reports are analysed to identify the differences and similarities that…

  7. Comparing Episodes of Mathematics Teaching for Higher Achievers in England and Germany

    Science.gov (United States)

    Kelly, Peter; Kotthoff, Hans-Georg

    2016-01-01

    To illustrate similarities and differences in lower secondary level mathematics teaching with higher achievers and thereby explore privileging processes, we contrast a teaching episode in Baden-Württemberg, Germany with one in South West England. These have been selected from a larger study as typical within each region for higher achieving…

  8. Developing Mathematical Knowledge for Teaching in a Methods Course: The Case of Function

    Science.gov (United States)

    Steele, Michael D.; Hillen, Amy F.; Smith, Margaret S.

    2013-01-01

    This study describes teacher learning in a teaching experiment consisting of a content-focused methods course involving the mathematical knowledge for teaching function. Prospective and practicing teachers in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the…

  9. Relationships between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching

    Science.gov (United States)

    Hiebert, James; Berk, Dawn; Miller, Emily

    2017-01-01

    The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3…

  10. Characterizing Mathematics Teaching Research Specialists' Mentoring in the Context of Chinese Lesson Study

    Science.gov (United States)

    Gu, Feishi; Gu, Lingyuan

    2016-01-01

    This study examines how mathematics teaching research specialists mentor practicing teachers during post-lesson debriefs of a lesson study in China. Based on a systematic, fine-grained analysis of 107 h of videotaped mentoring meetings of 20 groups of teachers and teaching research specialists from different elementary schools, this study reveals…

  11. Implementing Mathematics Teaching That Promotes Students' Understanding through Theory-Driven Lesson Study

    Science.gov (United States)

    Huang, Rongjin; Gong, Zikun; Han, Xue

    2016-01-01

    Lesson study (LS) has been practiced in China as an effective way to advance teachers' professional development for decades. This study explores how LS improves teaching that promotes students' understanding. A LS group including didacticians (practice-based teaching research specialist and University-based mathematics educators) and mathematics…

  12. Oral speech teaching to students of mathematic specialties: a grammatical aspect

    Directory of Open Access Journals (Sweden)

    Ibragimov I.I.

    2016-08-01

    Full Text Available the paper considers teaching features of English speech grammar aspects. The case studies include undergraduates of mathematical specialties. The content of students’ educational activity at the final stage of language teaching is pointed out. Besides the structure of grammar section, a special didactic training unit in which framework mastering grammar phenomena used in oral speech takes place is described.

  13. Teachers' Perception of Team Teaching Middle School Mathematics in Urban Schools

    Science.gov (United States)

    Serrano, Vanessa

    2012-01-01

    The purpose of this study was to examine teachers' perceptions of team teaching middle school mathematics in urban schools. The research questions focused on student academic performance and the impact that team teaching may have from the perspective of teachers. The theories of Piaget, Vygotsky, and Bruner formed the theoretical foundation…

  14. Upper Primary School Teachers' Mathematical Knowledge for Teaching Functional Thinking in Algebra

    Science.gov (United States)

    Wilkie, Karina J.

    2014-01-01

    This article is based on a project that investigated teachers' knowledge in teaching an important aspect of algebra in the middle years of schooling--functions, relations and joint variation. As part of the project, 105 upper primary teachers were surveyed during their participation in Contemporary Teaching and Learning of Mathematics, a research…

  15. A Network for Integrated Science and Mathematics Teaching and Learning. NCSTL Monograph Series, #2.

    Science.gov (United States)

    Berlin, Donna F.; White, Arthur L.

    This monograph presents a summary of the results of the Wingspread Conference in April, 1991 concerning the viability and future of the concept of integration of mathematics and science teaching and learning. The conference focused on three critical issues: (1) development of definitions of integration and a rationale for integrated teaching and…

  16. Exploring Teachers' Practices in Teaching Mathematics and Statistics in Kwazulu-Natal Schools

    Science.gov (United States)

    Umugiraneza, Odette; Bansilal, Sarah; North, Delia

    2017-01-01

    Teaching approaches and assessment practices are key factors that contribute to the improvement of learner outcomes. The study on which this article is based, explored the methods used by KwaZulu-Natal (KZN) teachers in teaching and assessing mathematics and statistics. An instrument containing closed and open-ended questions was distributed to…

  17. Investigating Chinese Preschool Teachers' Beliefs in Mathematics Teaching from a Cross-Cultural Perspective

    Science.gov (United States)

    Li, Xia; Liu, Song; DeBey, Mary; McFadden, Karen; Pan, Yue-Juan

    2018-01-01

    In China, preschool curriculum has undergone reform and profound changes. Much remains unknown, however, regarding preschool teachers' teaching beliefs after 30 years of curriculum reform and adaptation. This study aimed to address the issue and investigate teachers' beliefs concerning teaching mathematics. Twelve preschool teachers in China…

  18. Teaching Methods in Mathematics and the Current Pedagogical Point of View in School Education.

    OpenAIRE

    岩崎, 潔; Kiyosi, Iwasaki

    1995-01-01

    It should be a basic principal that studies in teaching profession in universities should take into consideration the current pedagogical points of view in education and the future prospects of that education. This paper discusses the findings of a survey on the degree of recognition that students in our Math courses have about the currents pedagogical understading of teacher trainig. In this paper I will consider how to teach effectively teaching methods in Mathematics.

  19. Science and mathematics teaching through local games in preschools of Botswana

    Directory of Open Access Journals (Sweden)

    Kabita Bose

    2016-11-01

    Full Text Available This article presents a study regarding preschool teachers’ skills and competencies in teaching science and mathematics. The aim of the project was twofold; one to find out the preschool teachers’ knowledge about mathematics and science concepts and then to develop support material to empower them with skills and competencies to teach these concepts in preschools. A qualitative approach was adopted, and a case study method was used. Data were collected through two workshops and focus group discussions with preschool teachers. The study revealed that the preschool teachers had content knowledge, but lacked pedagogical knowledge that is crucial in teaching of preschool children, and they provided science and mathematics experiences in preschools scarcely. A resource book of 33 local games and rhymes thus was developed as a support material to empower the teachers with skills and competencies to use play to teach science and mathematics in preschools. The resource book developed consists of 33 local games/rhymes and is packaged with the games’ illustrations, steps and rules followed in the games, science and mathematics concepts and competencies that could be taught to children, along with probing questions that would help in teaching of science and mathematics concepts to children.

  20. Views of Elementary School Pre-Service Teachers About the Use of Educational Mathematics Games in Mathematics Teaching

    Directory of Open Access Journals (Sweden)

    Hasan Topçu

    2014-08-01

    Full Text Available The aim of this study was to reveal the opinions of elementary school pre-service teachers about the usage of educational mathematics games in elementary mathematics teaching. In this study, case study that, one of qualitative research methods, was used. Data were collected by utilizing a semi-structured interview form to these elementary school pre-service teachers and analyzed using by content analysis method. A total of 10 junior pre-service teachers enrolled in undergraduate programs of elementary teaching attended to this research. In conclusion, these pre-service teachers indicated that educational computer games would provide benefits such as making students’ learning more permanent, visualizing concepts, making students love mathematics, learning by entertaining, reinforcing what has been learnt and developing thinking skills. Nevertheless, these elementary school pre-service teachers stated the limitations about educational computer games such as causing addiction and physical damages, being time-consuming, requiring special equipment and software and making class management difficult. Besides, it was revealed that the pre-service teachers demonstrated positive attitudes towards the use of games in courses while that they did not feel themselves competent in terms of application.Key Words:    Educational computer games, mathematics teaching, elementary school pre-service teachers

  1. The role of technology in fostering creativity in the teaching and learning of mathematics

    Directory of Open Access Journals (Sweden)

    Balarabe Yushau

    2005-10-01

    Full Text Available The paper looks at interrelationships between creativity and technology in the teaching and learning of mathematics. It suggests that a proper use of various technologies especially computers in the teaching and learning of mathematics has the potential of helping learners to develop their creativity. The technologies can provide an atmosphere under which mathematical skills can be extended beyond the ability to calculate or reproduce problems and enable learners to investigate, analyse and interpret problems at hand. Furthermore, with computers learners can use an experimental approach to deal with mathematical problems, which can lead to conjecture, pattern finding, examples and counter examples. In fact, if used effectively, computational aids can help in improving learners’ intellectual ability and hence mathematical achievement while fostering the requisite creativity not found in the traditional approach.

  2. Mathematical Teaching Strategies: Pathways to Critical Thinking and Metacognition

    OpenAIRE

    Su, Hui Fang Huang " Ricci, Frederick A; Mnatsakanian, Mamikon

    2015-01-01

    A teacher that emphasizes reasoning, logic and validity gives their students access to mathematics as an effective way of practicing critical thinking. All students have the ability to enhance and expand their critical thinking when learning mathematics. Students can develop this ability when confronting mathematical problems, identifying possible solutions and evaluating and justifying their reasons for the results, thereby allowing students to become confident critical thinkers. Critical th...

  3. The use of mathematical models in teaching wastewater treatment engineering

    DEFF Research Database (Denmark)

    Morgenroth, Eberhard Friedrich; Arvin, Erik; Vanrolleghem, P.

    2002-01-01

    Mathematical modeling of wastewater treatment processes has become increasingly popular in recent years. To prepare students for their future careers, environmental engineering education should provide students with sufficient background and experiences to understand and apply mathematical models...... efficiently and responsibly. Approaches for introducing mathematical modeling into courses on wastewater treatment engineering are discussed depending on the learning objectives, level of the course and the time available....

  4. Succeeding at teaching secondary mathematics your first year

    CERN Document Server

    Roddick, Cheryl D

    2010-01-01

    This practical resource helps beginning secondary mathematics teachers design a curriculum that is meaningful, differentiate instruction, engage students, meet standards, assess student understanding, and more.

  5. Unifying the Classical Approach with New Technologies: An Innovative Proposal for Teaching Mathematics in Engineering

    Directory of Open Access Journals (Sweden)

    Sergio Amat

    2015-08-01

    Full Text Available The aim of this paper is to present a teaching experience developed in the Polytechnic University of Cartagena and, more specifically, in the subject of Mathematical Methods Applied to Civil Engineering, that belongs to the Master Degree of Paths, Channels and Ports. Our classes were a mix between the traditional system and the new educational system. Moreover, we tried to adapt the evaluation process to the new European Framework for Higher Education. We have used videos developed by us and by students in our classes. We have noticed that the interest and motivation in class has grown. Also the grades have improved. We did a survey during this academic year and the results were strongly positive for both students and teachers.

  6. Teaching Writing and Communication in a Mathematical Modeling Course

    Science.gov (United States)

    Linhart, Jean Marie

    2014-01-01

    Writing and communication are essential skills for success in the workplace or in graduate school, yet writing and communication are often the last thing that instructors think about incorporating into a mathematics course. A mathematical modeling course provides a natural environment for writing assignments. This article is an analysis of the…

  7. Effective Strategies for Teaching Mathematics to African American Students

    Science.gov (United States)

    White, La Donna

    2012-01-01

    As of 2001 with the mandates issued under No Child Left Behind, the National Council of Teachers of Mathematics (NCTM) revised its standards to ensure that all students receive a quality mathematics education (NCTM, 2008). The 2009 report from U.S. Department of Education revealed that there is an increase in the number of minority students…

  8. Enhancing Equity in the Classroom by Teaching for Mathematical Creativity

    Science.gov (United States)

    Luria, Sarah R.; Sriraman, Bharath; Kaufman, James C.

    2017-01-01

    Equity is an important element of educational discourses pertaining to mathematics and science education. Creativity is an aspect of the classroom that is often ignored due to curricular constraints and the burden of testing. However mathematics offers avenues to infuse the regular curricula with activities that are thought provoking and require…

  9. Teaching Mathematical Problem Solving to Students with Limited English Proficiency.

    Science.gov (United States)

    Kaplan, Rochelle G.; Patino, Rodrigo A.

    Many mainstreamed students with limited English proficiency continue to face the difficulty of learning English as a second language (ESL) while studying mathematics and other content areas framed in the language of native speakers. The difficulty these students often encounter in mathematics classes and their poor performance on subsequent…

  10. "Lettuce" Learn Math: Teaching Mathematics with Seeds and Centimeters

    Science.gov (United States)

    Rickard, Laura N.; Wilson, Colette

    2006-01-01

    "Lettuce Learn Math" is an interdisciplinary program that has effectively linked a small-scale agricultural production system to a sixth-grade mathematics and science curriculum. The mathematical concepts and skills, including measurement and geometry, taught in this project met and often exceeded the standards set by New York state for…

  11. INFORMATIVE SYSTEM OF EDUCATIONAL PURPOSE FROM MATHEMATICS AS A WAY OF PROFESSIONAL ORIENTATION OF TEACHING STUDENTS IT SPECIALTIES

    Directory of Open Access Journals (Sweden)

    Lyudmyla Shishko

    2016-01-01

    Full Text Available The current state of formation of mathematical knowledge in universities insufficiently focused on their further use in professional activities. Students not formed the ability to apply mathematical knowledge to study general professional and special disciplines. In this article: –\tconsidered features of formation of a professional orientation of teaching mathematics using structured content multimedia information system for educational purposes (MISEP; –\tfound psychologo-pedagogical features of teaching mathematics of students IT specialties; –\tconsidered methodical aspects of MISEP in teaching the course "Discrete Mathematics" for students of IT specialties

  12. Mathematical knowledge for teaching: Adding to the description through a study of probability in practice

    Directory of Open Access Journals (Sweden)

    Mercy Kazima

    2006-10-01

    Full Text Available In their description of the mathematical work of teaching, Ball,  Bass & Hill (2004 describe the mathematical problem solving that teachers do as they go about their work. In this paper we add to this description through our study of teaching of probability in a grade 8 multilingual classroom in South Africa. We use instances of teaching to highlight the mathematical problem solving that teachers might face as they work with learners’ ideas, both expected and unexpected. We discuss  the restructuring of tasks as an inevitable feature of teachers’ work, and argue that in addition to scaling up or scaling down of the task as Ball et al. (2004 describe, restructuring can also entail shifting the mathematical outcomes from those intended. We also point out how well known issues in mathematics education, for example working with learners’ everyday knowledge, and the languages they bring to class, are highlighted by the context of probability, enabling additional insights into the mathematical work of teaching.

  13. The enhancement of students' mathematical problem solving ability through teaching with metacognitive scaffolding approach

    Science.gov (United States)

    Prabawanto, Sufyani

    2017-05-01

    This research aims to investigate the enhancement of students' mathematical problem solving through teaching with metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 studentswho acquire teaching mathematicsunder metacognitive scaffolding approach, while the control group consists of 58 studentswho acquire teaching mathematicsunder direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical problem solving test instruments. By usingmean difference test, two conclusions of the research:(1) there is a significant difference in the enhancement of mathematical problem solving between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and(2) thereis no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students' mathematical problem solving.

  14. The process of teaching learning of the basic mathematical contents in the context of the professor's formation of Mathematical

    Directory of Open Access Journals (Sweden)

    Yamila Medina-Sánchez

    2016-10-01

    Full Text Available Teacher training has been ongoing task for Cuban pedagogical universities. In this sense, the results of research carried out with the title based teaching problems in the context of School Mathematics in initial teacher training Mathematics are presented. An educational model that systematizes and enriches the theory of teaching Alan Schoenfeld, revealing and argue new components, specified for application in practice a strategy of the same nature is provided. For its development theoretical methods, such as dialectical hermeneutical, analysis and synthesis, structural systemic, modeling, deductive inductive and logical historical, and empirical level survey, interview, observation were used, the educational testing, consultation with specialists and pre experiment, which enabled the collection and analysis of results.

  15. APPLYING PROFESSIONALLY ORIENTED PROBLEMS OF MATHEMATICAL MODELING IN TEACHING STUDENTS OF ENGINEERING DEPARTMENTS

    Directory of Open Access Journals (Sweden)

    Natal’ya Yur’evna Gorbunova

    2017-06-01

    Full Text Available We described several aspects of organizing student research work, as well as solving a number of mathematical modeling problems: professionally-oriented, multi-stage, etc. We underlined the importance of their economic content. Samples of using such problems in teaching Mathematics at agricultural university were given. Several questions connected with information material selection and peculiarities of research problems application were described. Purpose. The author aims to show the possibility and necessity of using professionally-oriented problems of mathematical modeling in teaching Mathematics at agricultural university. The subject of analysis is including such problems into educational process. Methodology. The main research method is dialectical method of obtaining knowledge of finding approaches to selection, writing and using mathematical modeling and professionally-oriented problems in educational process; the methodology is study of these methods of obtaining knowledge. Results. As a result of analysis of literature, students opinions, observation of students work, and taking into account personal teaching experience, it is possible to make conclusion about importance of using mathematical modeling problems, as it helps to systemize theoretical knowledge, apply it to practice, raise students study motivation in engineering sphere. Practical implications. Results of the research can be of interest for teachers of Mathematics in preparing Bachelor and Master students of engineering departments of agricultural university both for theoretical research and for modernization of study courses.

  16. Low-Threshold Active Teaching Methods for Mathematic Instruction

    Science.gov (United States)

    Marotta, Sebastian M.; Hargis, Jace

    2011-01-01

    In this article, we present a large list of low-threshold active teaching methods categorized so the instructor can efficiently access and target the deployment of conceptually based lessons. The categories include teaching strategies for lecture on large and small class sizes; student action individually, in pairs, and groups; games; interaction…

  17. The Development of Interdisciplinary Teaching Approaches among Pre-service Science and Mathematics Teachers

    Science.gov (United States)

    Miranda Martins, Dominique

    This study sought to understand how a group of pre-service teachers in a combined secondary science and mathematics teaching methods course conceptualized and experienced interdisciplinary approaches to teaching. Although knowing how to plan interdisciplinary activities is an essential teaching practice in Quebec, these pre-service teachers faced many challenges during the process of learning to teach with this approach. By using two interdisciplinary frameworks (Nikitina, 2005; Boix Mansilla & Duraising, 2007), I qualitatively analyzed the development of the pre-service teachers' prior and emerging ideas about interdisciplinarity and their ability to plan interdisciplinary teaching activities. The provincial curriculum and issues related to time greatly shaped students' conceptions about interdisciplinarity in the classroom and constrained their ability to plan for and envision the enactment of interdisciplinary lessons in secondary science and mathematics classes. In addition, images of themselves as content-specialists, self-efficacy beliefs in relation to interdisciplinary teaching, and student learning as a source of teacher motivation emerged as key factors promoting or interrupting the development of interdisciplinary teaching approaches. Examination of these factors highlights the need for teacher-education programs to provide opportunities for pre-service teachers to explore how they see themselves as educators, increase their instructional self-efficacy beliefs, and motivate them to teach in an interdisciplinary fashion. Keywords: interdisciplinary teaching, student-teachers, curriculum, teacher-education program, self-efficacy, motivation.

  18. The Realities of Teaching Elementary Mathematics by Student Teachers: A Phenomenological Probe

    Directory of Open Access Journals (Sweden)

    Jo Ann M. Petancio

    2018-02-01

    Full Text Available This study probed into the lived experiences of the student-teachers as they go through teaching Elementary Mathematics. Apart from Mathematics, these student-teachers who are generalists teach the other seven subjects. This phenomenological study was conducted during the first semester, school year 2017-2018 in Cebu Normal University-Integrated Laboratory School in Cebu City, Philippines. The researchers interviewed twelve student teachers and used Colaizzi’s method of data analysis. Results revealed that the essence of teaching Math from the lens of elementary student teachers is condensed in the following themes: a Emotional mix-up; b Challenging; c Never stop learning and reach out for help; d Success is a joint venture of teacher and student; e Values count; f We are work in progress. The researchers recommend that teacher education institutions may consider revisiting their policies and practices to strengthen the support lent by the supervisor, mentors and staff to the budding teachers; providing supplemental training and coaching towards improving the student teachers’ pedagogical content knowledge in Math; and providing the pre-service teachers with reflective strategies in processing one’s own experiences in teaching the subject. Moreover, since elementary student-teachers teach not only Math but the other subjects as well, the researchers also recommend that further researches may be conducted on topics related on how the teaching of the other subjects influence one’s way of teaching Mathematics.

  19. Point-driven Mathematics Teaching. Studying and Intervening in Danish Classrooms

    DEFF Research Database (Denmark)

    Mogensen, Arne

    secondary schools emphasize such points in their teaching. Thus, 50 randomly selected mathematics teachers are filmed in one grade 8 math lesson and the dialogue investigated. The study identifies large variations and many influential components. There seems to be room for improvement. In order to examine...... possibilities to strengthen the presence and role of mathematical points in teaching two intervention studies are conducted. First a focus group of 5 of the original 50 teachers from each school are offered peer coaching by the researcher. This study indicates that different teachers appreciate peer coaching...... be supported in significant changes to a point-oriented mathematics teaching. The teachers emphasized joint planning of study lessons, and they regarded the peer coaching after each of these lessons as valuable. The studies with the two teacher groups indicate different opportunities and challenges...

  20. teaching mathematics creatively in the junior secondary classes

    African Journals Online (AJOL)

    Global Journal

    schools. In this study, few examples of creative lessons in mathematics based ... Felix O. Uwaezuoke, Department of Curriculum Studies and Educational ... ample opportunities to explore the hidden .... Objectives: Finding a value for Pi, hence.

  1. Exploring student teachers' perceptions of the influence of technology in learning and teaching mathematics

    Directory of Open Access Journals (Sweden)

    Sarah Bansilal

    2015-11-01

    Full Text Available Rapid global technological developments have affected all facets of life, including the teaching and learning of mathematics. This qualitative study was designed to identify the ways in which technology was used and to explore the nature of this use by a group of 52 mathematics student teachers. The participants were pre-service Mathematics students who were enrolled for a Mathematics module at a South African university. The research instruments were an open question and a semi-structured interview schedule. Saxe's framework was used to analyse the data. Some benefits of mathematics software were found to be the provision of different representations, dynamic visualisation of concepts and variation in mathematical situations. It was also found that students used technology more often in their own learning than in their teaching, because the schools did not have many resources. It is recommended that the education department prioritise the provision of specialist mathematics software that can be used to improve learning outcomes in mathematics.

  2. The body and playfulness: promising tools for teaching and learning mathematics

    Directory of Open Access Journals (Sweden)

    Yolanda Rodríguez Manosalva

    2017-06-01

    Full Text Available This paper will analyze the importance of playfulness as an instrument for learning mathematics, taking into account that the body allows to develop not only motor skills but also intellectual faculties involving high levels of abstraction, such as mathematical operations like addition, subtraction, multiplication and division. The methodology used was action research, through interviews to students, parents and teachers, as well as the systematization of experiences in the classroom by means of a field diary. It was found that traditional –tedious- teaching does not allow students to realize the importance of learning mathematics. It is concluded that it is necessary for the teachers to implement strategies that link playfulness and the body, in order to improve teaching-learning processes, which allows that mathematics do not be considered as something far from reality, but that be granted the status of a knowledge that improves the processes of understanding and reflection, facilitating the solution of practical problems.

  3. Attitudes towards using mobile applications for teaching mathematics in open learning systems

    Directory of Open Access Journals (Sweden)

    Bahjat Hamid Altakhyneh

    2018-05-01

    Full Text Available This study investigated attitudes towards teaching mathematics via mobile learning in open learning systems. The sample of the study consisted of 57 male and female students enrolled in the mathematics course in the department of educational studies at the Arab Open University/ Jordan for the academic year 2016/2017. Results of the study showed that positive student attitudes toward using mobile applications reached 80%. Each of the following scores is ranked as ascending: mathematical thinking (75%, achievement motivation (76%, developing social and emotional skills (77%, and application technology (96%. There was no statistical significance difference (α ≤0.01 between the variable type of general secondary certificate (scientific / arts stream as well as the nature of employment in terms of whether the learner was either an employee or non-employee. In light of results of the study, the researcher recommends using mobile applications in teaching courses of mathematics in open learning systems.

  4. The implementation of multiple intelligences based teaching model to improve mathematical problem solving ability for student of junior high school

    Science.gov (United States)

    Fasni, Nurli; Fatimah, Siti; Yulanda, Syerli

    2017-05-01

    This research aims to achieve some purposes such as: to know whether mathematical problem solving ability of students who have learned mathematics using Multiple Intelligences based teaching model is higher than the student who have learned mathematics using cooperative learning; to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using Multiple Intelligences based teaching model., to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using cooperative learning; to know the attitude of the students to Multiple Intelligences based teaching model. The method employed here is quasi-experiment which is controlled by pre-test and post-test. The population of this research is all of VII grade in SMP Negeri 14 Bandung even-term 2013/2014, later on two classes of it were taken for the samples of this research. A class was taught using Multiple Intelligences based teaching model and the other one was taught using cooperative learning. The data of this research were gotten from the test in mathematical problem solving, scale questionnaire of the student attitudes, and observation. The results show the mathematical problem solving of the students who have learned mathematics using Multiple Intelligences based teaching model learning is higher than the student who have learned mathematics using cooperative learning, the mathematical problem solving ability of the student who have learned mathematics using cooperative learning and Multiple Intelligences based teaching model are in intermediate level, and the students showed the positive attitude in learning mathematics using Multiple Intelligences based teaching model. As for the recommendation for next author, Multiple Intelligences based teaching model can be tested on other subject and other ability.

  5. ABOUT THE RELEVANCE AND METHODOLOGY ASPECTS OF TEACHING THE MATHEMATICAL MODELING TO PEDAGOGICAL STUDENTS

    Directory of Open Access Journals (Sweden)

    Y. A. Perminov

    2014-01-01

    Full Text Available The paper substantiates the need for profile training in mathematical modeling for pedagogical students, caused by the total penetration of mathematics into different sciences, including the humanities; fast development of the information communications technologies; and growing importance of mathematical modeling, combining the informal scientific and formal mathematical languages with the unique opportunities of computer programming. The author singles out the reasons for mastering and using the mathematical apparatus by teaches in every discipline. Indeed, among all the modern mathematical methods and ideas, mathematical modeling retains its priority in all professional spheres. Therefore, the discipline of “Mathematical Modeling” can play an important role in integrating different components of specialists training in various profiles. By mastering the basics of mathematical modeling, students acquire skills of methodological thinking; learn the principles of analysis, synthesis, generalization of ideas and methods in different disciplines and scientific spheres; and achieve general culture competences. In conclusion, the author recommends incorporating the “Methods of Profile Training in Mathematical Modeling” into the pedagogical magistracy curricula. 

  6. A study about teaching quadratic functions using mathematical models and free software

    Science.gov (United States)

    Nepomucena, T. V.; da Silva, A. C.; Jardim, D. F.; da Silva, J. M.

    2017-12-01

    In the face of the reality of teaching Mathematics in Basic Education in Brazil, specially relating teach functions focusing their relevance to the student’s academic development in Basic and Superior Education, this work proposes the use of educational software to help the teaching of functions in Basic Education since the computers and software show as an outstanding option to help the teaching and learning processes. On the other hand, the study also proposes the use of Didactic Transposition as a methodology investigation and research. Along with this survey, some teaching interventions were applied to detect the main difficulties in the teaching process of functions in the Basic Education, analyzing the results obtained along the interventions in a qualitative form. Considering the discussion of the results at the end of the didactic interventions, it was verified that the results obtained were satisfactory.

  7. Teaching Statistics in Middle School Mathematics Classrooms: Making Links with Mathematics but Avoiding Statistical Reasoning

    Science.gov (United States)

    Savard, Annie; Manuel, Dominic

    2015-01-01

    Statistics is a domain that is taught in Mathematics in all school levels. We suggest a potential in using an interdisciplinary approach with this concept. Thus the development of the understanding of a situation might mean to use both mathematical and statistical reasoning. In this paper, we present two case studies where two middle school…

  8. Propaedeutics of Mathematical Language of Schemes and Structures in School Teaching of the Natural Sciences Profile

    Directory of Open Access Journals (Sweden)

    V. P. Kotchnev

    2012-01-01

    Full Text Available The paper looks at the teaching process at schools of the natural sciences profile. The subject of the research is devoted to the correlations between the students’ progress and the degree of their involvement in creative activities of problem solving in the natural sciences context. The research is aimed to demonstrate the reinforce- ment of students’ creative learning by teaching mathematical schemes and structures. The comparative characteristics of the task, problem and model approaches to mathematical problem solving are given; the experimental data on the efficiency of mathematical training based on the above approaches being discussed, as well as the specifics of modeling the tasks for problem solving. The author examines the ways for stimulating the students’ creative activity and motivating the knowledge acquisition, and search for the new mathematical conformities related to the natural science content. The significance of the Olympiad and other non-standard tasks, broadening the students’ horizons and stimulating creative thinking and abilities, is emphasized.The proposed method confirms the appropriateness of introducing the Olympiad and non-standard problem solving into the preparatory training curricula for the Unified State Examinations. 

  9. Exploring grade 3 teachers' resistance to `take up' progressive mathematics teaching roles

    Science.gov (United States)

    Westaway, Lise; Graven, Mellony

    2018-03-01

    This article addresses the question: Why teachers of mathematics have yet to `take up' progressive roles? Drawing on the philosophy of critical realism and its methodological equivalent, social realism, we analyse interview and observation data of four grade 3 teachers, with the view to identifying the mechanisms conditioning the expression of teachers' identities. In so doing, we show how post-apartheid changes in systemic roles of teachers create contradictory tensions for teachers as these bring their own mathematical learning and teaching experiences into contradiction with the new post-apartheid roles they are mandated to enact. We examine how this contradiction, together with beliefs about mathematics, pedagogy and learners, is expressed in the teaching of grade 3 mathematics. We maintain that the complementarity between teachers' beliefs and old systemic roles provides an explanation for why teachers of grade 3 mathematics have yet to `take-up' progressive roles. The implications point to the need for teacher development that creates enablers that lead to changes in classroom practices that align with policy-designated, progressive roles in teaching mathematics.

  10. Geoplano in the teaching of mathematics: Perspectives and some aspects of its use in the classroom

    Directory of Open Access Journals (Sweden)

    Dailson Evangelista Costa

    2011-06-01

    Full Text Available This article presents one of the researches carried out by the UFT Institutional Scholarship Program of Initiation to Teaching (PIBID. The topic addressed is about the teaching of plane geometry through Geoplano. We defend in this article, the idea that the teaching of mathematics using concrete or manipulatives materials becomes a possibility for the teaching. The Geoplano enables students to develop a better visual perception of geometric shapes facilitating the construction of certain problem situations, prompting students to investigate them, to solve them, and to engage in them constantly in the process. The perspective of the development of these activities is that one does not need to introduce a theme starting from the theory, but also from certain practical problems. In this sense, besides turning the teaching of math more "fun", such perspective will provide the learner the opportunity to experience situations different from the usual "boring lectures" thus contributing to the learning of mathematical knowledge. The proposal is to use the Rectangle Geoplano for teaching mathematical content creating new scenarios in the school environment, prioritizing research. We highlight some results obtained with the application of Geoplano in a public school, and the motivation that students showed in their use in math classes

  11. From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

    Science.gov (United States)

    Chiel, Hillel J.; McManus, Jeffrey M.; Shaw, Kendrick M.

    2010-01-01

    We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge…

  12. Math Is More than Numbers: Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn

    Science.gov (United States)

    Yeh, Cathery

    2017-01-01

    In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers' mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods…

  13. The Building of Pre-Service Primary Teachers' Knowledge of Mathematics Teaching: Interaction and Online Video Case Studies

    Science.gov (United States)

    Llinares, Salvador; Valls, Julia

    2009-01-01

    This study explores how preservice primary teachers became engaged in meaning-making mathematics teaching when participating in online discussions within learning environments integrating video-clips of mathematics teaching. We identified different modes of participation in the online discussions and different levels of knowledge-building. The…

  14. A Teacher's Conception of Definition and Use of Examples When Doing and Teaching Mathematics

    Science.gov (United States)

    Johnson, Heather Lynn; Blume, Glendon W.; Shimizu, Jeanne K.; Graysay, Duane; Konnova, Svetlana

    2014-01-01

    To contribute to an understanding of the nature of teachers' mathematical knowledge and its role in teaching, the case study reported in this article investigated a teacher's conception of a metamathematical concept, definition, and her use of examples in doing and teaching mathematics. Using an enactivist perspective on mathematical…

  15. Japanese Pupils’ Attribution of their Perceived Mathematics Performance and the Relationships Between their Attribution of Mathematics Performance and their Affective Attitudes Promoted by Different Teaching Methods

    Directory of Open Access Journals (Sweden)

    Tomomi Saeki

    2006-04-01

    Full Text Available This research used a questionnaire survey to explore the relationship between pupils’ attribution of their perceived mathematics performance and their affective attitudes towards mathematics learning as promoted by the different teaching methods they were exposed to in their mathematics classes. Both 5th and 8th graders attributed their success in learning mathematics to effort, although support from the teacher and support at home were also perceived as important factors in their success. The 5th graders and 8th graders overall gave effort-based attributions in the case of failure, while for 5th graders, ability was regarded as being as important as effort, in attributing failure in mathematics learning. Pupils who attributed their success in mathematics learning to effort, support at school and home, preferred teacher explanation and reading a textbook as learning strategies, while those attributing it to their ability preferred Individual work. Where pupils attributed success to luck, this seemed to have a negative effect on their affective attitudes towards mathematics learning as promoted by different teaching methods, while attributing failure to luck seemed to have positive effect. Attributing failure to poor teaching seemed to have a negative effect on their perception of teacher explanation. The relationships between pupil effort or ability based attributions of failure and their preference for different teaching methods were not clear. Adopting various teaching methods in mathematics classes would seem to support pupils who have different attribution styles.

  16. Exploring the affective domain in the teaching of mathematics

    DEFF Research Database (Denmark)

    Schmidt, Maria Christina Secher; Nissen, Stine Karen; Tonnesen, Pia Beck

    2015-01-01

    The paper presents the initial constructs of a study being carried out within the Danish public school (primary education) during the fall of 2015. It is based on a substudy conducted in connection with a study of the Early Mathematics Intervention Program for Marginal Groups in Denmark (TMTM i.e....... The methodology forms the basis for a qualitative approach toward gaining insight into the affective domain, which contributes to a field of research significantly dominated by quantitative approaches........e. Tidlig Matematikindsats Til Marginalgrupper). The 12-week intervention was implemented by 82 mathematics teachers in 41 schools in 31 different Danish municipalities. The presentation focuses on the development of a methodology aimed at capturing young students’ voices and views on mathematics...

  17. Teaching Foreign Languages to Pupils with Specific Learning Disability

    OpenAIRE

    VOLDÁNOVÁ, Veronika

    2015-01-01

    This diploma thesis deals with the topic of specific learning disability. In the theoretical part I define the term specific learning disability and I mention the related terms. I deal with the history, types and causes of specific learning disability, further I describe the possibilities of diagnostics and re-education concerning specific learning disability. I also attend to the situation of a pupil in the family and school background. The main attention is especially paid to teaching forei...

  18. How working on mathematics impacts primary teaching: Mathematics Specialist Teachers make the connections

    OpenAIRE

    Hilton, C.; Houssart, J.

    2014-01-01

    We draw on analysis of assignments by primary teachers as part of the assessment for the Mathematics Specialist Teachers programme (MaST). In the assignment teachers are asked to work on some mathematics themselves, write up the mathematical part of their work then write about how this experience has impacted on their practice as a primary teacher. We focus first on case studies of teachers who included algebraic work in the first part of their assignments and look at what they say about the ...

  19. Current Perspectives in Teaching English for Specific Purposes

    Science.gov (United States)

    Garcia Laborda, Jesus; Litzler, Mary Frances

    2015-01-01

    Interest in Languages for Specific Purposes (LSP)courses has grown in recent years (Harding, 2007). For this reason a paper on the current situation in the field is of relevance. The present article provides a discussion of English for Specific Purposes and it does so by reviewing the history and background of this area of teaching, proposing a…

  20. Mexican high school students' social representations of mathematics, its teaching and learning

    Science.gov (United States)

    Martínez-Sierra, Gustavo; Miranda-Tirado, Marisa

    2015-07-01

    This paper reports a qualitative research that identifies Mexican high school students' social representations of mathematics. For this purpose, the social representations of 'mathematics', 'learning mathematics' and 'teaching mathematics' were identified in a group of 50 students. Focus group interviews were carried out in order to obtain the data. The constant comparative style was the strategy used for the data analysis because it allowed the categories to emerge from the data. The students' social representations are: (A) Mathematics is…(1) important for daily life, (2) important for careers and for life, (3) important because it is in everything that surrounds us, (4) a way to solve problems of daily life, (5) calculations and operations with numbers, (6) complex and difficult, (7) exact and (6) a subject that develops thinking skills; (B) To learn mathematics is…(1) to possess knowledge to solve problems, (2) to be able to solve everyday problems, (3) to be able to make calculations and operations, and (4) to think logically to be able to solve problems; and (C) To teach mathematics is…(1) to transmit knowledge, (2) to know to share it, (3) to transmit the reasoning ability, and (4) to show how to solve problems.

  1. Teaching Case: Enterprise Architecture Specification Case Study

    Science.gov (United States)

    Steenkamp, Annette Lerine; Alawdah, Amal; Almasri, Osama; Gai, Keke; Khattab, Nidal; Swaby, Carval; Abaas, Ramy

    2013-01-01

    A graduate course in enterprise architecture had a team project component in which a real-world business case, provided by an industry sponsor, formed the basis of the project charter and the architecture statement of work. The paper aims to share the team project experience on developing the architecture specifications based on the business case…

  2. Advantages of discussion and cognitive conflict as an instructional method in contemporary teaching of mathematics

    Directory of Open Access Journals (Sweden)

    Mišurac-Zorica Irena

    2012-01-01

    Full Text Available Contemporary theories of teaching and learning mathematics emphasise the importance of learner’s active participation in the teaching process, in which discovery and logical reasoning lead to the construction of student’s knowledge. In this form of teaching, it is important to detect students’ misunderstandings and errors that can occur during learning. Uncovered tacit and false conceptions of students’ knowledge can greatly contribute to the opposite effect in the construction of knowledge. In teaching mathematics, there are many situations which leave students with ambiguities and misunderstandings, and create an impression in children that teaching of mathematics and mathematical knowledge itself is something that is not possible. Discussion and cognitive conflict are methods which have their starting point in the theory of constructivism. The aim of our study has been to determine whether application of the method of discussion and cognitive conflict in learning to divide decimal numbers leads to the enhancement of student’s procedural knowledge and conceptual knowledge about the division of decimal numbers. Longitudinally, we monitored two groups of 117 pupils of the fifth grade. In the first group, which was taught according to the guidelines of contemporary mathematics education, students engaged in discussion, discovering their misunderstandings and errors, and the cognitive conflict resulted in correct concepts. The second group of students were taught traditionally, learning the procedure and then practicing it. The paper presents a descriptive analysis of the process of teaching and quantitative analysis of the performance based on the comparison of conceptual and procedural knowledge of both groups. Results of our work show that the application of contemporary methods of discussion and cognitive conflict affects the increase of procedural and conceptual knowledge of the division of decimal numbers.

  3. The teaching practices inventory: a new tool for characterizing college and university teaching in mathematics and science.

    Science.gov (United States)

    Wieman, Carl; Gilbert, Sarah

    2014-01-01

    We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the inventory in 10 min or less, and the results allow meaningful comparisons of the teaching used for the different courses and instructors within a department and across different departments. We also show how the inventory results can be used to gauge the extent of use of research-based teaching practices, and we illustrate this with the inventory results for five departments. These results show the high degree of discrimination provided by the inventory, as well as its effectiveness in tracking the increase in the use of research-based teaching practices. © 2014 C. Wieman and S. Gilbert. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  4. Textbook Mediation of Teaching: An Example from Tertiary Mathematics Instructors

    Science.gov (United States)

    Mesa, Vilma; Griffiths, Brett

    2012-01-01

    Drawing on data from interviews with mathematics faculty in three different types of undergraduate institutions and using Rabardel's model of instrument use (Verillon & Rabardel "1995"), we describe three ways textbooks mediate college faculty work regarding instruction. The model anticipates epistemic and pragmatic mediations between the…

  5. Yes, but why? Teaching for understanding in mathematics

    OpenAIRE

    Southall, Edward

    2017-01-01

    Getting the right answers in maths is only half the problem. Understanding why what you’re doing works is the part that often stumps students and teachers alike. This book informs existing and trainee teachers how and why popular algorithms and mathematical properties work, and how they make sense.

  6. Teaching Mathematics in the PC Lab--The Students' Viewpoints

    Science.gov (United States)

    Schmidt, Karsten; Kohler, Anke

    2013-01-01

    The Matrix Algebra portion of the intermediate mathematics course at the Schmalkalden University Faculty of Business and Economics has been moved from a traditional classroom setting to a technology-based setting in the PC lab. A Computer Algebra System license was acquired that also allows its use on the students' own PCs. A survey was carried…

  7. Making Culturally Responsive Mathematics Teaching Explicit: A Lesson Analysis Tool

    Science.gov (United States)

    Aguirre, Julia M.; Zavala, Maria del Rosario

    2013-01-01

    In the United States, there is a need for pedagogical tools that help teachers develop essential pedagogical content knowledge and practices to meet the mathematical education needs of a growing culturally and linguistically diverse student population. In this article, we introduce an innovative lesson analysis tool that focuses on integrating…

  8. Using Generative Routines to Support Learning of Ambitious Mathematics Teaching

    Science.gov (United States)

    Ghousseini, Hala; Beasley, Heather; Lord, Sarah

    2017-01-01

    In this paper, we integrate a set of theoretical considerations that together serve as a model for investigating how high-leverage practices could be generative of teacher learning. We use the context of rehearsals to investigate how the use of a specified question sequence aimed at eliciting student mathematical thinking can afford opportunities…

  9. Enhancing the Teaching and Learning of Mathematical Visual Images

    Science.gov (United States)

    Quinnell, Lorna

    2014-01-01

    The importance of mathematical visual images is indicated by the introductory paragraph in the Statistics and Probability content strand of the Australian Curriculum, which draws attention to the importance of learners developing skills to analyse and draw inferences from data and "represent, summarise and interpret data and undertake…

  10. Taiwanese Preservice Teachers' Science, Technology, Engineering, and Mathematics Teaching Intention

    Science.gov (United States)

    Lin, Kuen-Yi; Williams, P. John

    2016-01-01

    This study applies the theory of planned behavior as a basis for exploring the impact of knowledge, values, subjective norms, perceived behavioral controls, and attitudes on the behavioral intention toward science, technology, engineering, and mathematics (STEM) education among Taiwanese preservice science teachers. Questionnaires (N = 139)…

  11. The Use of Educational Platforms as Teaching Resource in Mathematics

    Science.gov (United States)

    Gómez-Zermeño, Marcela; Franco-Gutiérrez, Héctor

    2018-01-01

    Dropping out from the school system at High School level has been a problem for several years; high levels of mathematics' failing have been a recurring situation. This paper discusses how academic virtual counseling might be a tool to help students in math class. The methodological approach is based in the non-experimental, longitudinal model…

  12. Preferences of Teaching Methods and Techniques in Mathematics with Reasons

    Science.gov (United States)

    Ünal, Menderes

    2017-01-01

    In this descriptive study, the goal was to determine teachers' preferred pedagogical methods and techniques in mathematics. Qualitative research methods were employed, primarily case studies. 40 teachers were randomly chosen from various secondary schools in Kirsehir during the 2015-2016 educational terms, and data were gathered via…

  13. The factors influencing Mathematics students to choose teaching as ...

    African Journals Online (AJOL)

    South African Journal of Education, Volume 38, Number 2, May 2018. 1 ... Second, the global need for STEM-related skills in careers and everyday life is rising, ... an economic factor in developing countries, emerging economies, and in long ... mathematics to guide policy. .... security, time for family, job transferability); social.

  14. Perceptions of Mathematics Curricula and Teaching in China

    Science.gov (United States)

    Moy, Robert; Peverly, Stephen T.

    2005-01-01

    China and other East Asian countries (Japan, South Korea, Taiwan) have consistently outperformed the United States and other Western countries in mathematics achievement. As part of a Fulbright-sponsored trip to China in the Summer of 2002, a New York City public school teacher and a trainer of school psychologists offer their impressions of some…

  15. The Impact of Conflicting Goals on Mathematical Teaching Decisions

    Science.gov (United States)

    Thomas, Mike; Yoon, Caroline

    2014-01-01

    This paper describes part of an international project considering graphical construction of antiderivative functions in the secondary mathematics classroom. We use Schoenfeld's resources, orientations, and goals (ROGs) framework to analyse the decisions made by a teacher, Adam, during a lesson on graphical antiderivatives. We present details…

  16. Environmental Print Activities for Teaching Mathematics and Content Areas.

    Science.gov (United States)

    Rule, Audrey C., Ed.; McIntyre, Sandra, Ed.; Ranous, Meg, Ed.

    Twenty-three mathematics activities that use environmental print materials are presented, along with two activities that focus on music education, one that highlights history concepts, and five science activities. The environmental print materials are words and images cut from food or other product packaging and mounted on mat board cards.…

  17. Teaching Mathematics through Play to Primary School Children.

    Science.gov (United States)

    Rogers, P. J.

    1989-01-01

    Describes some boisterous physical games which might be useful in promoting learning, especially in elementary mathematics classes with the socially disadvantaged. Provides a discussion of Jerome Bruner's theory which undergirds such activities. Presents results of an experiment using these methods with 160 children. Finds the case for using play…

  18. teaching mathematics creatively in the junior secondary classes

    African Journals Online (AJOL)

    Global Journal

    and facts using models or paper cutting and folding techniques. ❖ It helps the students to build interest and confidence in learning the subject. ❖ The laboratory provides opportunity to exhibit the relatedness of mathematical concepts with everyday life. ❖ It provides greater scope for individual participation in the process of ...

  19. THE TEACHING OF MATHEMATICS WITH MEDIATING TOOLS: MOODLE WITH GEOGEBRA AND WEBQUEST FOR THE LEARNING OF MATHEMATICAL KNOWLEDGE

    Directory of Open Access Journals (Sweden)

    Graciela Aluizio Reali

    2013-07-01

    Full Text Available Much has been thought through about how to make the teaching and learning of scientific content more significant in order to collaborate with education. In this sense, it is up to the teacher to know aspects of human behavior to mediate and facilitate the interpretation of incoming information to students so that this information is transformed into knowledge. Therefore, the educator has seen its role as a transmitter of information turning into a facilitator of the transformation of this information into knowledge, a process that depends on both the teacher and the student. Thus, this work presents some aspects related to the teaching and learning of mathematics, highlighting the use of information and communication technologies (ICTs as mediating and helpful tools of learning. It also presents a virtual learning environment, Moodle, which comprehends Geogebra software, presented in a WebQuest so that together they may be used in the future for the teaching and learning of mathematics in Ourinhos- Fatec Technology College, São Paulo- - Brazil. It is expected, by means of this work, to contribute to discussions and reflections on some emblematic issues of this new practice and mode, as well as disseminate and encourage the use of Geogebra application.

  20. Elementary Mathematics Teachers' Beliefs and Practices: Understanding the Influence of Teaching in a STEAM Setting

    Science.gov (United States)

    Negreiros, Melissa

    2017-01-01

    Many elementary mathematics teachers hold beliefs about the teaching and learning of mathematics and enact practices that are not aligned with the recommendations of reform efforts in the field of mathematics education (Stigler & Hiebert, 2009). For standards-based reform to gain any significant success, many teachers will have to alter the…

  1. Effects of Mathematics Integration in a Teaching Methods Course on Self-Efficacy of Preservice Agricultural Education Teachers

    Science.gov (United States)

    Stripling, Christopher T.; Roberts, T. Grady

    2013-01-01

    Teachers who are efficacious persevere through challenges in the learning environment and put forth more effort in designing learning activities. The purpose of this study was to determine the effects of mathematics teaching and integration strategies (MTIS) on preservice agricultural teachers' personal mathematics efficacy, mathematics teaching…

  2. Helping All Students Become Einstein's Using Bibliotherapy When Teaching Mathematics to Prepare Students for a STEM World

    Science.gov (United States)

    Furner, Joseph M.

    2017-01-01

    Today, being confident and having a sound understanding of mathematics is critical in an age of STEM. Teachers must play in important role in seeing that all students display their confidence in their ability to do mathematics. This paper explains the process of using bibliotherapy when teaching mathematics to address both the math anxious or the…

  3. Mathematical phantoms for evaluation of age-specific internal dose

    International Nuclear Information System (INIS)

    Cristy, M.

    1980-01-01

    A series of mathematical phantoms representing children has been developed for use with photon transport codes. These phantoms, patterned after the Fisher-Snyder adult phantom, consist of simple mathematical expressions for the boundaries of the major organs and body sections. The location and shape of the organs are consistent with drawings depicting developmental anatomy, with the organ volumes assigned such that the masses at the various ages conform closely with the data presented in Reference Man. The explicit mathematical expressions for the various ages overcome the potential misrepresentation of organ sizes that occurred in phantoms derived from simple mathematical transformations of the adult phantom. Female breast tissue has been added to the phantoms, including the adult, now allowing assessment of doses to this organ

  4. Developing a deeper understanding of mathematics teaching expertise : An examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise

    OpenAIRE

    Pepin , Birgit; Xu , Binyan; Trouche , Luc; Wang , Chongyang

    2017-01-01

    International audience; In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics Bexpert^ teachers. Exploiting theWestern and Eastern literature we examine the notion of Bmathematics teaching expertise^, as it is perceived in the East and the West. The data consist of two rounds of in-depth interviews, observations and teachers’ representations of th...

  5. A Perception Scale on the Use of Webquests in Mathematics Teaching: A Study of Scale Development

    Science.gov (United States)

    Demir, Mevhibe Kobak; Gür, Hülya

    2016-01-01

    This study was aimed to develop a valid and reliable perception scale in order to determine the perceptions of pre-service teachers towards the use of WebQuest in mathematics teaching. The study was conducted with 115 junior and senior pre-service teachers at Balikesir University's Faculty of Education, Computer Education and Instructional…

  6. Mathematical Modelling and the Learning Trajectory: Tools to Support the Teaching of Linear Algebra

    Science.gov (United States)

    Cárcamo Bahamonde, Andrea Dorila; Fortuny Aymemí, Josep Maria; Gómez i Urgellés, Joan Vicenç

    2017-01-01

    In this article we present a didactic proposal for teaching linear algebra based on two compatible theoretical models: emergent models and mathematical modelling. This proposal begins with a problematic situation related to the creation and use of secure passwords, which leads students toward the construction of the concepts of spanning set and…

  7. Early Childhood Teachers' Beliefs about Readiness for Teaching Science, Technology, Engineering, and Mathematics

    Science.gov (United States)

    Park, Mi-Hwa; Dimitrov, Dimiter M.; Patterson, Lynn G.; Park, Do-Yong

    2017-01-01

    The purpose of this study was to examine beliefs of early childhood teachers about their readiness for teaching science, technology, engineering, and mathematics, with a focus on testing for heterogeneity of such beliefs and differential effects of teacher-related factors. The results from latent class analysis of survey data revealed two latent…

  8. Obstacles of Teaching Mathematics Faced by the Class Teachers in Jordan

    Science.gov (United States)

    Nejem, Khamis Mousa; Muhanna, Waffa

    2013-01-01

    The purpose of the study is to investigate the obstacles of teaching mathematics faced by the class teachers in Jordan. To achieve this purpose a study sample of 192 male and female class teachers was selected randomly from government schools. The instrument of the study was a questionnaire used to investigate the obstacles of mathematics…

  9. Analyzing the Psychological Symptoms of Students in Undergraduate Program in Elementary Mathematics Teaching

    Science.gov (United States)

    Masal, Ercan; Koc, Mustafa; Colak, Tugba Seda; Takunyaci, Mithat

    2013-01-01

    The main purpose of this research is to analyse whether there is a difference or not in levels of having psychological symptoms of the students of undergraduate program in elementary mathematics teaching. Another aim of the research is to determine whether the levels of having psychological symptoms of the students differ or not regarding various…

  10. The Intention to Use GeoGebra in the Teaching of Mathematics among Malaysian Teachers

    Science.gov (United States)

    Belgheis, Soheila; Kamalludeen, Rosemaliza

    2018-01-01

    This quantitative study examined Malaysian teachers' perception towards using GeoGebra in mathematics teaching. The relationship between teachers' Perceived Current Competencies (PCC) of GeoGebra, and Intention to Use (IU) it as well as the difference between male and female teachers and between users and non-users of GeoGebra were investigated.…

  11. Science and Mathematics Teaching Efficacy Beliefs of Pre-School Teachers

    Science.gov (United States)

    Aydogdu, Bülent; Peker, Murat

    2016-01-01

    The aim of this research was to examine science and mathematics teaching efficacy beliefs of pre-school teachers in terms of some variables. The sample of the study was comprised of 191 pre-school teachers working in a city in Aegean Region of Turkey. Since it attempted to define self-efficacy beliefs of pre-school teachers toward science and…

  12. Malaysian Mathematics Teachers' Beliefs about the Nature of Teaching and Learning

    Science.gov (United States)

    Zikre, Nuraini Mohd; Eu, Leong Kwan

    2016-01-01

    Teachers play a vital role in nurturing and shaping learners in school. Extensive researches have been conducted showing that beliefs in the nature of teaching and learning held by the teachers will affect their actual classroom practices. In Malaysia, not many studies have been done on mathematics teacher's beliefs at the national level. The…

  13. The Predictive Role of Teaching Styles on Omani Students' Mathematics Motivation

    Science.gov (United States)

    Aldhafri, Said; Alrajhi, Marwa

    2014-01-01

    The current study explored the effects of two teaching styles, authoritative and authoritarian, on students' mathematics motivation. The two motivational constructs examined were intrinsic and extrinsic motivation. Data were collected from 425 Omani 8th grade students (males = 202/females = 223, mean age = 13.44, SD = 0.79). Through two…

  14. The Power of Colombian Mathematics Teachers' Conceptions of Social/Institutional Factors of Teaching

    Science.gov (United States)

    Agudelo-Valderrama, Cecilia

    2008-01-01

    In this paper I shall discuss data from a study on Colombian mathematics teachers' conceptions of their own teaching practices of beginning algebra, which led to the development of a theoretical model of teachers' thought structures designed as a thinking tool at the initial stage of the study. With a focus on the perspectives of teachers, the…

  15. Teaching Proofs and Algorithms in Discrete Mathematics with Online Visual Logic Puzzles

    Science.gov (United States)

    Cigas, John; Hsin, Wen-Jung

    2005-01-01

    Visual logic puzzles provide a fertile environment for teaching multiple topics in discrete mathematics. Many puzzles can be solved by the repeated application of a small, finite set of strategies. Explicitly reasoning from a strategy to a new puzzle state illustrates theorems, proofs, and logic principles. These provide valuable, concrete…

  16. Knowing and Teaching Fractions: A Cross-Cultural Study of American and Chinese Mathematics Teachers

    Science.gov (United States)

    Zhou, Zheng; Peverly, Stephen T.; Xin, Tao

    2006-01-01

    Guided by Shulman, 1986 and Shulman, 1987 tripartate model of teacher expertise [subject matter knowledge (SMK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK)], the present study examined 162 U.S. and Chinese 3rd grade mathematics teachers' expertise in teaching fractions. Results show that U.S. teachers lag…

  17. The Vital Role of Basic Mathematics in Teaching and Learning the Mole Concept

    Science.gov (United States)

    Mehrotra, Alka; Koul, Anjni

    2016-01-01

    This article focuses on the importance of activity-based teaching in understanding the mole concept and the vital role of basic mathematical operations. It describes needs-based training for teachers in a professional development programme in India. Analysis of test results before and after the training indicates that teachers improved their…

  18. Classroom-Based Integration of Text-Messaging in Mathematics Teaching-Learning Process

    Science.gov (United States)

    Aunzo, Rodulfo T., Jr.

    2017-01-01

    A lot of teachers are complaining that students are "texting" inside the classroom even during class hours. With this, this research study "on students' perception before the integration and the students' attitude after the integration of text messaging inside the classroom during the mathematics teaching-learning process was…

  19. Instructional Efficiency of the Integration of Graphing Calculators in Teaching and Learning Mathematics

    Science.gov (United States)

    Tajuddin, Nor'ain Mohd; Tarmizi, Rohani Ahmad; Konting, Mohd Majid; Ali, Wan Zah Wan

    2009-01-01

    This quasi-experimental study with non-equivalent control group post-test only design was conducted to investigate the effects of using graphing calculators in mathematics teaching and learning on Form Four Malaysian secondary school students' performance and their meta-cognitive awareness level. Graphing calculator strategy refers to the use of…

  20. Putting Teachers First: Leading Change through Design--Initiating and Sustaining Effective Teaching of Mathematics

    Science.gov (United States)

    Proffitt-White, Rob

    2017-01-01

    The Teachers First initiative is a grass-roots cluster-model approach for bringing together primary and secondary teachers and school principals: to analyse student performance data; design and practice activities and assessment tools; and promote teaching practices that address students' learning difficulties in mathematics. The balance of both…

  1. Culturally Responsive Teaching in the Context of Mathematics: A Grounded Theory Case Study

    Science.gov (United States)

    Bonner, Emily P.; Adams, Thomasenia L.

    2012-01-01

    In this grounded theory case study, four interconnected, foundational cornerstones of culturally responsive mathematics teaching (CRMT), communication, knowledge, trust/relationships, and constant reflection/revision, were systematically unearthed to develop an initial working theory of CRMT that directly informs classroom practice. These…

  2. Factors Influencing Early Adolescents' Mathematics Achievement: High-Quality Teaching Rather than Relationships

    Science.gov (United States)

    Winheller, Sandra; Hattie, John A.; Brown, Gavin T. L.

    2013-01-01

    This study used data from the Assessment Tools for Teaching and Learning project, which involved data on the academic performance of more than 90,000 New Zealand students in six subjects (i.e. reading, writing and mathematics in two languages). Two sub-samples of this dataset were included for detailed re-analysis to test the general applicability…

  3. Collaborating to Improve Inquiry-Based Teaching in Elementary Science and Mathematics Methods Courses

    Science.gov (United States)

    Magee, Paula A.; Flessner, Ryan

    2012-01-01

    This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased…

  4. Mathematics teaching and learning in K-12 equity and professional development

    CERN Document Server

    Foote, M

    2010-01-01

    The continuing gap in achievement between traditionally underserved students (students of color, English learners, and poor children) and their middle-class white peers, however, has provoked questions of the effectiveness of current mathematics teaching practices for meeting the needs of these students.

  5. Developing Teaching Materials PISA-Based for Mathematics and Science of Junior High School

    Science.gov (United States)

    Somakim; Suharman, Andi; Madang, Kodri; Taufiq

    2016-01-01

    This research aims to develop valid and practical teaching materials for mathematics and science lesson PISA-based for junior high school students and to determine potential effects on students in scientific activity. Subjects of this study were students of Junior High School 9 Palembang (SMP Negeri 9 Palembang). The method used in this study is…

  6. The Implications of Selective Learning Models on Teaching Junior High School Mathematics.

    Science.gov (United States)

    Wilson, Roosevelt L.

    1978-01-01

    Providing practitioners with synopses, illustrations based on classroom experiences, and research findings, this article analyzes the learning models of Jean Piaget, Robert Gagne, Robert Karplus, David Ausubel, and Jerome Bruner in terms of the implications for teaching junior high school mathematics. (JC)

  7. Improving Mathematical Communication Ability and Self Regulation Learning of Junior High Students by Using Reciprocal Teaching

    Science.gov (United States)

    Qohar, Abdul; Sumarmo, Utari

    2013-01-01

    This paper presents the findings from a posttest experiment control group design by using reciprocal teaching, conducted in Indonesia University of Education to investigate students' ability in mathematical communication and self regulated learning. Subject of the study were 254 of 9th grade students from three junior high schools of high, medium,…

  8. Implementation of Pedagogical Content Knowledge (PCK) of Mathematics Teachers in Teaching Practice: A Case Study

    Science.gov (United States)

    Maryono; Sutawidjaja, Akbar; Subanji; Irawati, Santi

    2017-01-01

    This study aims to describe the implementation of pedagogical content knowledge (PCK) of mathematics teachers in the teaching practice of the material system of linear equations of two variables (SLETV). The approach used is a qualitative case study. The main instrument is the researchers themselves and the supporting instruments is a vignette…

  9. Where is the bigger picture in the teaching and learning of mathematics?

    Directory of Open Access Journals (Sweden)

    Satsope Maoto

    2016-11-01

    Full Text Available This article presents an interpretive analysis of three different mathematics teaching cases to establish where the bigger picture should lie in the teaching and learning of mathematics. We use pre-existing data collected through pre-observation and post-observation interviews and passive classroom observation undertaken by the third author in two different Grade 11 classes taught by two different teachers at one high school. Another set of data was collected through participant observation of the second author’s Year 2 University class. We analyse the presence or absence of the bigger picture, especially, in the teachers’ questioning strategies and their approach to content, guided by Tall’s framework of three worlds of mathematics, namely the ‘conceptual-embodied’ world, the ‘proceptual-symbolic’ world and the ‘axiomatic-formal’ world. Within this broad framework we acknowledge Pirie and Kieren’s notion of folding back towards the attainment of an axiomatic-formal world. We argue that the teaching and learning of mathematics should remain anchored in the bigger picture and, in that way, mathematics is meaningful, accessible, expandable and transferable.

  10. Elementary School Teachers' Use of Technology during Mathematics Teaching

    Science.gov (United States)

    Polly, Drew

    2014-01-01

    Various educational technologies have been advanced as potential vehicles to transform teaching and learning. Still, research studies have documented that primary school teachers struggle to integrate technology in meaningful ways. This article presents the findings of a year-long study in which the author frequently observed three primary school…

  11. The Principles of Designing an Expert System in Teaching Mathematics

    Science.gov (United States)

    Salekhova, Lailya; Nurgaliev, Albert; Zaripova, Rinata; Khakimullina, Nailya

    2013-01-01

    This study reveals general didactic concepts of the Expert Systems (ES) development process in the educational area. The proof of concept is based on the example of teaching the 8th grade Algebra subject. The main contribution in this work is the implementation of innovative approaches in analysis and processing of data by expert system as well as…

  12. Recruitment to Physics and Mathematics Teaching: A Personality Problem?

    Science.gov (United States)

    Smithers, Alan; Hill, Susan

    1989-01-01

    Results of a British study indicate that, among potential applicants (N=177), a small demand exists for a proposed science education degree program. Findings suggest that recruitment of science and math teachers may be hampered because the satisfactions provided by teaching are unlike those sought by science and math specialists. (IAH)

  13. Teaching Critical Thinking in the Business Mathematics Course.

    Science.gov (United States)

    Rosenbaum, Roberta

    1986-01-01

    Appropriate strategies for teaching students to interpret and understand quantitative data in marketing, management, accounting, and data processing are described. Accompanying figures illustrate samples of percentage markups, trade discounts, gross earning, gross commissions, accounting entries, balance sheet entries, and percentage problems. (CT)

  14. Contributions of Neuroscience to Develop Teaching Strategies and Learning of Mathematics

    Directory of Open Access Journals (Sweden)

    Eddy Mogollón

    2010-12-01

    Full Text Available The goal of the present work is to develop some strategies based on research in neurosciences that contribute to the teaching and learning of mathematics. The interrelationship of education with the brain, as well as the relationship of cerebral structures with mathematical thinking was discussed. Strategies were developed taking into consideration levels that include cognitive, semiotic, language, affect and the overcoming of phobias to the subject. The fundamental conclusion was the imperative educational requirement in the near future of a new teacher, whose pedagogic formation must include the knowledge on the cerebral function, its structures and its implications to education, as well as a change in pedagogy and curricular structure in the teaching of mathematics.

  15. Teaching mathematics online in the European Area of Higher Education: an instructor's point of view

    Science.gov (United States)

    Juan, Angel A.; Steegmann, Cristina; Huertas, Antonia; Martinez, M. Jesus; Simosa, J.

    2011-03-01

    This article first discusses how information technologies are changing the way knowledge is delivered at universities worldwide. Then, the article reviews some of the most popular learning management systems available today and some of the most useful online resources in the areas of Mathematics and Statistics. After that, some long-term experiences regarding the teaching of online courses in those areas at the Open University of Catalonia are discussed. Finally, the article presents the results of a large-scale survey performed in Spain that aims to reflect instructors' opinions and feelings about potential benefits and challenges of teaching mathematics online, as well as the role of emergent technologies in the context of the European Area of Higher Education. Therefore, this article contributes to the existing literature as an additional reference point, one based on our long-term experience in a large-scale online environment, for discussions involving mathematical e-learning.

  16. Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

    Science.gov (United States)

    Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

    2014-07-01

    This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic

  17. Unlocking the black box: teaching mathematical modeling with popular culture.

    Science.gov (United States)

    Lofgren, Eric T

    2016-10-01

    Mathematical modeling is an important tool in biological research, allowing for the synthesis of results from many studies into an understanding of a system. Despite this, the need for extensive subject matter knowledge and complex mathematics often leaves modeling as an esoteric subspecialty. A 2-fold approach can be used to make modeling more approachable for students and those interested in obtaining a functional knowledge of modeling. The first is the use of a popular culture disease system-a zombie epidemic-to allow for exploration of the concepts of modeling using a flexible framework. The second is the use of available interactive and non-calculus-based tools to allow students to work with and implement models to cement their understanding. © FEMS 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  18. Creativity for teaching mathematics. A diagnosis of secondary school professionals

    Directory of Open Access Journals (Sweden)

    Lapa, Zenobia

    2013-01-01

    Full Text Available This paper presents the results of a research completed at junior high school in Lima, Peru, involving teachers of mathematics during 2010. The objective was to assess the level of creativity of teachers of mathematics for the sake of enlarging it. Theoretical methods were used to construct a general framework; likewise interviews and observation were used and processed statistically. Motivation, originality and flexibility were considered as dimensions of creativity. The results show that 80 % of interviewed teachers self-evaluate their level of creativity as high. However, according to observations only 40 % of teacher creativity reaches a mid-level, and only a fifth of those assessed by their own pupils attained such mid-levels and show potentials for team work and initiative to elaborate or look for material aids generating a pleasant learning atmosphere.

  19. Challenges in Teaching Mathematics: Perspectives From Students’ Learning Difficulties

    Directory of Open Access Journals (Sweden)

    Steve Chinn

    2016-04-01

    Full Text Available Alcock et al (2016, this issue have set out and discussed a potential research agenda for mathematical cognition. It is timely that research topics, along with knowledge uncovered to date, should be incorporated into a coordinated agenda for further research. This commentary focuses on the perspectives that learning difficulties, and dyscalculia, reveal. These perspectives potentially add much to that research agenda. [Commentary on: Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., . . . Weber, K. (2016. Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. doi:10.5964/jnc.v2i1.10

  20. Curricula in Mathematics: A Comparison of Courses in the Countries Represented in the International Commission on the Teaching of Mathematics. Bulletin, 1914, No. 45. Whole Number 619

    Science.gov (United States)

    Brown, J. C.

    1915-01-01

    The International Commission on the Teaching of Mathematics created by the International Congress of Mathematics at Rome, Italy, in 1908, submitted a large body of reports to the congress at Cambridge, England, in 1912. Those for the United States have been published as bulletins for the Bureau of Education. The material in this bulletin shows…

  1. Developing a deeper understanding of mathematics teaching expertise : an examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise

    NARCIS (Netherlands)

    Pepin, B.E.U.; Xu, B.; Trouche, L.; Wang, C.

    2017-01-01

    In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics “expert” teachers. Exploiting the Western and Eastern literature we examine the notion of

  2. Epistemologies, beliefs and conceptions of mathematics teaching and learning : the theory, and what is manifested in mathematics teacher's practices in England, France and Germany

    NARCIS (Netherlands)

    Pepin, B.; Hudson, B.; Buchberger, F.; Kansanen, P.

    1999-01-01

    This paper firstly explores the issues raised in the literature concerning epistemologies, beliefs and conceptions of mathematics and its teaching and learning. Secondly, it analyses the ways in which mathematics teachers’ classroom practices in England, France and Germany reflect teachers’ beliefs

  3. A Study on the Effect of Mathematics Teaching Provided through Drama on the Mathematics Ability of Six-Year-Old Children

    Science.gov (United States)

    Erdogan, Serap; Baran, Gulen

    2009-01-01

    This study was conducted to examine the effect of mathematics teaching given through the drama method on the mathematical ability of six-year-old children. The research was conducted in Ankara on 105 children from the kindergarten classes of two different primary schools of the Ministry of National Education, which are at middle socio-economic…

  4. The influence of second language teaching on undergraduate mathematics performance

    Science.gov (United States)

    Gerber, Ans; Engelbrecht, Johann; Harding, Ansie; Rogan, John

    2005-10-01

    Understanding abstract concepts and ideas in mathematics, if instruction takes place in the first language of the student, is difficult. Yet worldwide students often have to master mathematics via a second or third language. The majority of students in South Africa — a country with eleven official languages — has to face this difficulty. In a quantitative study of first year calculus students, we investigated two groups of students. For one group tuition took place in their home language; for the second group, tuition was in English, a second or even a third language. Performance data on their secondary mathematics and first year tertiary calculus were analysed. The study showed that there was no significant difference between the adjusted means of the entire group of first language learners and the entire group of second language learners. Neither was there any statistically significant difference between the performances of the two groups of second language learners (based on the adjusted means). Yet, there did seem to be a significant difference between the achievement of Afrikaans students attending Afrikaans lectures and Afrikaans students attending English lectures.

  5. Using Interactive Software to Teach Foundational Mathematical Skills

    Directory of Open Access Journals (Sweden)

    Larysa V Lysenko

    2016-01-01

    Full Text Available The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time of the study, a central theme of early mathematics curricula, Number Concept, was fully developed. It was broken down into five mathematical concepts including counting, comparing, adding, subtracting and decomposing. Each of these was further subdivided yielding 22 online activities, each building in a level of complexity and abstraction. In total, 234 grade one students from 12 classes participated in the two-group post-test study that lasted about seven weeks and for which students in the experimental group used ELM for about 30 minutes weekly. The results for the final sample of 186 students showed that ELM students scored higher on the standardized math test (Canadian Achievement Test, 2008 and reported less boredom and lower anxiety as measured on the Academic Emotions Questionnaire than their peers in the control group. This short duration pilot study of one ELM theme holds great promise for ELM’s continued development.

  6. The Teaching of Mathematics in Secondary Schools as a Tool for Self-Reliance and Re-Branding Process in Nigeria

    Science.gov (United States)

    Jonah, Tali D.; Caleb, Mbwas .L.; Stephen, Abe A.

    2012-01-01

    Mathematics teaching is an interaction between the teacher and the learners that leads to acquisition of desirable mathematical knowledge, ideas and skills necessary for applicability in our everyday life. This paper therefore looks at the concept of self-reliance, the concept of mathematics teaching, problems and prospects of mathematics teaching…

  7. Mathematical Concepts and Proofs from Nicole Oresme: Using the History of Calculus to Teach Mathematics

    Science.gov (United States)

    Babb, Jeff

    2005-01-01

    This paper examines the mathematical work of the French bishop, Nicole Oresme (c. 1323-1382), and his contributions towards the development of the concept of graphing functions and approaches to investigating infinite series. The historical importance and pedagogical value of his work will be considered in the context of an undergraduate course on…

  8. Teaching Elementary Mathematics through Problem Solving and Its Relationship to Mathematics Achievement

    Science.gov (United States)

    Bullock, Audrey N.

    2017-01-01

    Problem solving in mathematics has been a goal for students for decades. In the reviewed literature, problem solving was most often treated as the dependent variable and was defined very broadly; however, few studies were found that included problem solving as a treatment or independent variable. The purpose of this study was to investigate the…

  9. Modeling of requirement specification for safety critical real time computer system using formal mathematical specifications

    International Nuclear Information System (INIS)

    Sankar, Bindu; Sasidhar Rao, B.; Ilango Sambasivam, S.; Swaminathan, P.

    2002-01-01

    Full text: Real time computer systems are increasingly used for safety critical supervision and control of nuclear reactors. Typical application areas are supervision of reactor core against coolant flow blockage, supervision of clad hot spot, supervision of undesirable power excursion, power control and control logic for fuel handling systems. The most frequent cause of fault in safety critical real time computer system is traced to fuzziness in requirement specification. To ensure the specified safety, it is necessary to model the requirement specification of safety critical real time computer systems using formal mathematical methods. Modeling eliminates the fuzziness in the requirement specification and also helps to prepare the verification and validation schemes. Test data can be easily designed from the model of the requirement specification. Z and B are the popular languages used for modeling the requirement specification. A typical safety critical real time computer system for supervising the reactor core of prototype fast breeder reactor (PFBR) against flow blockage is taken as case study. Modeling techniques and the actual model are explained in detail. The advantages of modeling for ensuring the safety are summarized

  10. Investigating the status of supplementary tuition in the teaching and learning of mathematics

    Directory of Open Access Journals (Sweden)

    David Mogari

    2009-09-01

    Full Text Available The study seeks to investigate the status of supplementary tuition in the teaching and learning of mathematics and mathematical literacy. The study followed a descriptive survey design involving the use of learner and teacher questionnaires. A convenient sample of mathematics and mathematical literacy teachers together with a stratified sample of their Grade 11 learners were drawn from a purposive sample of highperforming high schools in the East London district of the Eastern Cape, South Africa. The results show that supplementary tuition is popular, especially among girls, and it is in three forms (i.e. private tuition, vacation school and problem-solving classes: Problemsolving classes dominated by working on past/model examination papers is the most preferred; in some instances supplementary tuition is offered for a fee; it is not only confined to poor performing learners; and participation in supplementary tuition is influenced by a variety of factors.

  11. Opting in and Creating Demand: Why Young People Choose to Teach Mathematics to Each Other

    Science.gov (United States)

    Tucker-Raymond, Eli; Lewis, Naama; Moses, Maisha; Milner, Chad

    2016-12-01

    Access to science, technology, engineering, and mathematics fields serves as a key entry point to economic mobility and civic enfranchisement. Such access must take seriously the intellectual power of the knowledge and practices of non-dominant youth. In our case, this has meant to shift epistemic authority in mathematics from academic institutions to young people themselves. This article is about why high school-aged students, from underrepresented groups, choose to participate in an out-of-school time program in which they teach younger children in the domains of mathematics and computer science. It argues for programmatic principles based on access, identity engagement, relationship building, and connections to community to support underrepresented youth as learners, teachers, leaders, and organizers in mathematics-related activities using game design as the focus of activity.

  12. Foreign language teaching for specific purposes: basic aspects

    Directory of Open Access Journals (Sweden)

    Svitlana Grynyuk

    2016-03-01

    Full Text Available The present article is an attempt to understand, analyse and provide an overall picture on basic aspects of English for Specific Purposes: its definition, scope, historical background, characteristics, types and aims. It also discusses the ESP teaching objectives, the role of ESP teacher and the training process to become an ESP teacher, the purpose of an ESP course and an ESP program.We see a clear rationale, amongst the variety of contradicting views on ESP policy, in coming to an agreement finally that ESP is the teaching of English to the learners who have specific goals and purposes: professional, academic or scientific.The article analyses the main roles and functions of teachers of foreign languages for specific purposes. It outlines the general tasks and responsibilities of higher education teachers whose professional activity is multispectral and multifunctiona; it also analyses the ESP courses and their specific features

  13. Developing Teaching Materials Using Comic Media to Enhance Students’ Mathematical Communication

    Science.gov (United States)

    Yulian, V. N.

    2018-04-01

    Teaching materials are a set of materials that are arranged systematically written or not, to create an environment or atmosphere that allows students to learn. The purpose of this study is to provide an overview of how the development of teaching materials using comic media that enhance mathematical communication, as well as feasible and effective teaching materials developed. Research method used in this research is Research and Development. In the sense of research contains about how to develop teaching materials through several stages such as validation by experts, as well as revisions. Sources of data used in this study were students and teachers SMK Bandung Barat. The results showed that the teaching materials developed feasible and effective use for students of class X SMK Bandung Barat. Teaching materials received a proper assessment of the experts after going through several stages of revision, in addition to the effective teaching materials used by students seen from the liveliness and the value of classical completeness that reaches more 85% of students. Based on the result of the research, it can be concluded that the developed teaching material gets the proper judgment from the expert, and effectively used in the learning by the students of X-1 Pharmacy class with the classical completeness reach 86% and the student activity is 91,4%.

  14. Changes in Teachers' Knowledge and Beliefs about Mathematics and Mathematics Teaching: A Case Study

    Science.gov (United States)

    Lomas, Laurinda; Clarke, Doug

    2016-01-01

    As teaching is a cultural activity embedded in a unique context, professional development opportunities for teachers may be best placed amid the relevance of everyday classroom practice, and supported by an innovative curriculum. This progress paper reports on data collected as part of doctoral research studying the changes in mathematical…

  15. The analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference

    Science.gov (United States)

    Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

    2017-08-01

    The aim of this study was to describe the analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference. The purpose of this study is to describe the analysis of mathematics teacher's learning on limit algebraic functions in terms of the differences of teaching experience. Learning analysis focused on Pedagogical Content Knowledge (PCK) of teachers in mathematics on limit algebraic functions related to the knowledge of pedagogy. PCK of teachers on limit algebraic function is a type of specialized knowledge for teachers on how to teach limit algebraic function that can be understood by students. Subjects are two high school mathematics teacher who has difference of teaching experience they are one Novice Teacher (NP) and one Experienced Teacher (ET). Data are collected through observation of learning in the class, videos of learning, and then analyzed using qualitative analysis. Teacher's knowledge of Pedagogic defined as a knowledge and understanding of teacher about planning and organizing of learning, and application of learning strategy. The research results showed that the Knowledge of Pedagogy on subject NT in mathematics learning on the material of limit function algebra showed that the subject NT tended to describe procedurally, without explaining the reasons why such steps were used, asking questions which tended to be monotonous not be guiding and digging deeper, and less varied in the use of learning strategies while subject ET gave limited guidance and opportunities to the students to find their own answers, exploit the potential of students to answer questions, provide an opportunity for students to interact and work in groups, and subject ET tended to combine conceptual and procedural explanation.

  16. Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

    Science.gov (United States)

    Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

    2017-03-01

    The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

  17. The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction

    Science.gov (United States)

    Walters, Charles David

    Quantitative reasoning (P. W. Thompson, 1990, 1994) is a powerful mathematical tool that enables students to engage in rich problem solving across the curriculum. One way to support students' quantitative reasoning is to develop prospective secondary teachers' (PSTs) mathematical knowledge for teaching (MKT; Ball, Thames, & Phelps, 2008) related to quantitative reasoning. However, this may prove challenging, as prior to entering the classroom, PSTs often have few opportunities to develop MKT by examining and reflecting on students' thinking. Videos offer one avenue through which such opportunities are possible. In this study, I report on the design of a mini-course for PSTs that featured a series of videos created as part of a proof-of-concept NSF-funded project. These MathTalk videos highlight the ways in which the quantitative reasoning of two high school students developed over time. Using a mixed approach to grounded theory, I analyzed pre- and postinterviews using an extant coding scheme based on the Silverman and Thompson (2008) framework for the development of MKT. This analysis revealed a shift in participants' affect as well as three distinct shifts in their MKT around quantitative reasoning with distances, including shifts in: (a) quantitative reasoning; (b) point of view (decentering); and (c) orientation toward problem solving. Using the four-part focusing framework (Lobato, Hohensee, & Rhodehamel, 2013), I analyzed classroom data to account for how participants' noticing was linked with the shifts in MKT. Notably, their increased noticing of aspects of MKT around quantitative reasoning with distances, which features prominently in the MathTalk videos, seemed to contribute to the emergence of the shifts in MKT. Results from this study link elements of the learning environment to the development of specific facets of MKT around quantitative reasoning with distances. These connections suggest that vicarious experiences with two students' quantitative

  18. Teaching mathematics in the context of curriculum change

    Directory of Open Access Journals (Sweden)

    Nico Molefe

    2010-07-01

    Full Text Available This paper examines the practices of two Grade 10 mathematics teachers as they implemented the new FET curriculum. As we analysed their practices we found that current descriptions of reform and traditional practices were inadequate to describe the similarities and differences between them. We therefore developed a set of elaborated categories, which distinguish reform‐oriented from traditionally‐oriented practices. We use these categories to analyse the two teachers’ practices and we use the teachers’ practices to illuminate the categories. We show that although some of the teachers’ practices may seem similar on the surface, in fact one teacher employed these in a more strongly reform‐oriented way than the other.

  19. Old Babylonian “Algebra”, and What It Teaches Us about Possible Kinds of Mathematics

    DEFF Research Database (Denmark)

    Høyrup, Jens

    2010-01-01

    Until recently, Old Babylonian algebra (mostly identified simply as Babylonian) either looked very much like recent equation algebra in presentations of the history of mathematics, or it was characterized as empirical, a collection of rules found by trial and error or other (unidentified) methods...... to the Greeks, it is just a collection of mindless recipes (a type we also know, indeed, from teaching of those social classes that are not supposed to possess or exercise reason)— tertium non datur! More precise analysis of Old Babylonian mathematical texts—primarily the so-called algebraic texts, the only...

  20. Improving Mathematical Communication Ability and Self Regulation Learning of Yunior High Students by Using Reciprocal Teaching

    OpenAIRE

    Qohar, Abdul; Sumarmo, Utari

    2013-01-01

    This paper presents the findings from a posttest experiment control group design  by  using reciprocal teaching, conducted  in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning.  Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java.  The instruments of the study were an essay mathematical communication test, and a self regulated learn...

  1. Working memory and language: skill-specific or domain-general relations to mathematics?

    Science.gov (United States)

    Purpura, David J; Ganley, Colleen M

    2014-06-01

    Children's early mathematics skills develop in a cumulative fashion; foundational skills form a basis for the acquisition of later skills. However, non-mathematical factors such as working memory and language skills have also been linked to mathematical development at a broad level. Unfortunately, little research has been conducted to evaluate the specific relations of these two non-mathematical factors to individual aspects of early mathematics. Thus, the focus of this study was to determine whether working memory and language were related to only individual aspects of early mathematics or related to many components of early mathematics skills. A total of 199 4- to 6-year-old preschool and kindergarten children were assessed on a battery of early mathematics tasks as well as measures of working memory and language. Results indicated that working memory has a specific relation to only a few-but critically important-early mathematics skills and language has a broad relation to nearly all early mathematics skills. Copyright © 2014 Elsevier Inc. All rights reserved.

  2. Didactic Contracts in Realistic Mathematics Education Teaching Practice in Indonesia: A lesson on addition

    DEFF Research Database (Denmark)

    Putra, Zetra Hainul

    combinations that make ten based on a Palembang traditional food, pempek, and tablets of medicine. The result shows that some features such as formulation and validation appear during the teaching and learning process. The students are able to produce combinations that make ten individually and collectively......This paper aims to investigate characterize features of didactic contracts in realistic mathematics education teaching practice in Indonesia in the case of a lesson on addition. We just focus on some episodes of 26 first grade students and a female teacher from SDN 197 Palembang learning...

  3. The Chernobyl reactor accident, ten years on. Teaching projects for mathematics instruction in interdisciplinary working groups

    International Nuclear Information System (INIS)

    Boer, H.; Delle, E.; Mies, K.; Warmeling, A.

    1996-01-01

    The booklet presents background information and addresses the following aspects: ionizing radiation and radiation effects; safety of German nuclear power plants; statistical evidence of radiation injuries; short-lived and long-lived ionizing radiation; radioactive waste; CO 2 emissions as an argument in favour of nuclear power generation. The material presented is intended for use by a school project team interested in the subjects, or as a basis for collaborative, interdisciplinary teaching in working groups, and it offers information and problems for mathematics teaching. (HP) [de

  4. A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory

    Science.gov (United States)

    Geiger, Vince; Anderson, Judy; Hurrell, Derek

    2017-02-01

    The characteristics that typify an effective teacher of mathematics and the environments that support effective teaching practices have been a long-term focus of educational research. In this article we report on an aspect of a larger study that investigated `best practice' in mathematics teaching and learning across all Australian states and territories. A case study from one Australian state was developed from data collected via classroom observations and semi-structured interviews with school leaders and teachers and analysed using Valsiner's zone theory. A finding of the study is that `successful' practice is strongly tied to school context and the cultural practices that have been developed by school leaders and teachers to optimise student learning opportunities. We illustrate such an alignment of school culture and practice through a vignette based on a case of one `successful' school.

  5. Effectiveness of teaching and learning mathematics for Thai university engineering students through a combination of activity and lecture based classroom

    Directory of Open Access Journals (Sweden)

    Parinya S. Ngiamsunthorn

    2014-04-01

    Full Text Available There are concerns of developing effective pedagogical practices for teaching mathematics for engineering students as many engineering students experience difficulties in learning compulsory mathematics subjects in their first and second years of the degree. This paper aims to investigate the effectiveness of using a variety of teaching and learning approaches including lecture based learning, activity based learning, e-learning via learning management system (LMS and practice or tutorial session in mathematics subjects for engineering students. This study was carried out on 160 students who need to enroll three basic mathematics subjects (MTH101, MTH102 and MTH201 for an engineering degree during academic year 2011 – 2012. The students were divided into three groups according to their majors of study. The first two groups of students were given a combination of various teaching approaches for only one semester (either MTH102 or MTH201, while the last group was given a combination of various teaching approaches for two semesters (both MTH102 and MTH201. To evaluate the effectiveness of teaching and learning, examination results, questionnaires on attitude towards teaching and learning, and a formal university teaching evaluation by students were collected and analyzed. It is found that different students perceive mathematics contents from different teaching methods according to their preferred learning styles. Moreover, most students in all groups performed at least the same or better in their final subject (MTH201. However, there is an interesting finding that low proficiency students in earlier mathematics subjects who received a combination of various teaching approaches for two semesters can improve their examination results better than other groups, on average. This is also reflected from an increasing average score on teaching evaluation from this group of students about teaching techniques.

  6. Improving students’ mathematical critical thinking through rigorous teaching and learning model with informal argument

    Science.gov (United States)

    Hamid, H.

    2018-01-01

    The purpose of this study is to analyze an improvement of students’ mathematical critical thinking (CT) ability in Real Analysis course by using Rigorous Teaching and Learning (RTL) model with informal argument. In addition, this research also attempted to understand students’ CT on their initial mathematical ability (IMA). This study was conducted at a private university in academic year 2015/2016. The study employed the quasi-experimental method with pretest-posttest control group design. The participants of the study were 83 students in which 43 students were in the experimental group and 40 students were in the control group. The finding of the study showed that students in experimental group outperformed students in control group on mathematical CT ability based on their IMA (high, medium, low) in learning Real Analysis. In addition, based on medium IMA the improvement of mathematical CT ability of students who were exposed to RTL model with informal argument was greater than that of students who were exposed to CI (conventional instruction). There was also no effect of interaction between RTL model and CI model with both (high, medium, and low) IMA increased mathematical CT ability. Finally, based on (high, medium, and low) IMA there was a significant improvement in the achievement of all indicators of mathematical CT ability of students who were exposed to RTL model with informal argument than that of students who were exposed to CI.

  7. Learning experiences in the teaching of mathematics to incarcerated university students: a humanistic sense

    OpenAIRE

    Castrillo Duarte, Óscar Mario

    2014-01-01

    This paper brings together the experiences of research conducted with college students doing time at the Liberia Criminal Center, as support to the course of Mathematics for Administrators II of Universidad Estatal a Distancia (UNED). The problems they face are: lack of teaching resources, inadequate infrastructure, and lack of mentoring to provide them with meaningful learning. The commitment of the researcher was to provide support to the students in the course, through a participatory and ...

  8. Beginning Teachers' Professional Identity Formation in Early Science and Mathematics Teaching : What Develops?

    OpenAIRE

    Botha, Marie; Onwu, Gilbert

    2013-01-01

    This article is about teacher identity formation of two foundation phase level (Grade R-9) level beginning teachers in their first year of teaching early mathematics science and technology (MST) in two different schools and grade levels. The study used a phenomenological approach and the case study method to try to illuminate what factors infl uence how teacher identities can be narratively constructed on the basis of the lived experiences of the two teachers in different school contexts. Dat...

  9. Gesture analysis of students' majoring mathematics education in micro teaching process

    Science.gov (United States)

    Maldini, Agnesya; Usodo, Budi; Subanti, Sri

    2017-08-01

    In the process of learning, especially math learning, process of interaction between teachers and students is certainly a noteworthy thing. In these interactions appear gestures or other body spontaneously. Gesture is an important source of information, because it supports oral communication and reduce the ambiguity of understanding the concept/meaning of the material and improve posture. This research which is particularly suitable for an exploratory research design to provide an initial illustration of the phenomenon. The goal of the research in this article is to describe the gesture of S1 and S2 students of mathematics education at the micro teaching process. To analyze gesture subjects, researchers used McNeil clarification. The result is two subjects using 238 gesture in the process of micro teaching as a means of conveying ideas and concepts in mathematics learning. During the process of micro teaching, subjects using the four types of gesture that is iconic gestures, deictic gesture, regulator gesturesand adapter gesture as a means to facilitate the delivery of the intent of the material being taught and communication to the listener. Variance gesture that appear on the subject due to the subject using a different gesture patterns to communicate mathematical ideas of their own so that the intensity of gesture that appeared too different.

  10. Learning to Attend to Precision: The Impact of Micro-Teaching Guided by Expert Secondary Mathematics Teachers on Pre-Service Teachers' Teaching Practice

    Science.gov (United States)

    Cheng, Jing

    2017-01-01

    Micro-teaching at universities and student teaching in secondary schools are standard forms of practice training for pre-service mathematics teachers in Chinese university teacher education programs. The former is guided by university professors, and the latter is guided by school teachers. In recent years, a special kind of micro-teaching…

  11. Introducing a Symbolic Interactionist Approach on Teaching Mathematics: The Case of Revoicing as an Interactional Strategy in the Teaching of Probability

    Science.gov (United States)

    Eckert, Andreas; Nilsson, Per

    2017-01-01

    This study examines an interactional view on teaching mathematics, whereby meaning is co-produced with the students through a process of negotiation. Further, teaching is viewed from a symbolic interactionism perspective, allowing the analysis to focus on the teacher's role in the negotiation of meaning. Using methods inspired by grounded theory,…

  12. THE IMPORTANCE OF INDIVIDUAL APPROACH IN TEACHING HIGHER MATHEMATICS AT TECHNICAL UNIVERSITIES

    Directory of Open Access Journals (Sweden)

    Medvedeva Natal'ya Aleksandrovna

    2015-12-01

    Full Text Available The article discusses the importance of an individual approach when considering the time needed for learning basic technical courses of a technical University (such as higher mathematics, physics, etc. to motivate a student to obtain 100% standard of mastering the educational material using the experience of the Department of mathematics. In the modern conditions of the world of information technologies it is extremely important to teach people how to handle information independently and, what is the most important, to assess it. As you know, universities set a certain studying time for each academic subject fixed by curriculum. But time should not be a constant component. Obviously, such a new approach will require innovation in the methodological literature. Using the experience of the Department of Mathematics of MGSU the author offers methodical developments and research works for studying under the direction of a teacher along with standard digestion of the curriculum.

  13. Development process of in-service training intended for teachers to perform teaching of mathematics with computer algebra systems

    Science.gov (United States)

    Ardıç, Mehmet Alper; Işleyen, Tevfik

    2018-01-01

    In this study, we deal with the development process of in-service training activities designed in order for mathematics teachers of secondary education to realize teaching of mathematics, utilizing computer algebra systems. In addition, the results obtained from the researches carried out during and after the in-service training were summarized. Last section focuses on suggestions any teacher can use to carry out activities aimed at using computer algebra systems in teaching environments.

  14. Effect of teaching mathematics using GeoGebra on students' with dissimilar spatial visualisation

    Science.gov (United States)

    Bakar, Kamariah Abu; Ayub, Ahmad Fauzi Mohd; Tarmizi, Rohani Ahmad; Luan, Wong Su

    2015-10-01

    This study examined the effects of GeoGebra on mathematics performance of students with different spatial visualization. A qusai-experimental, pretest-posttest control group design was conducted. A total of 71 students from two intact groups were involved in the study. They were in two groups and each group was randonly assigned to the experimental group (36 students) and control group (35 students). A spatial visual test to identify students with high or low visualization, and a mathematics performance pre-test were administered at the initial stage of this study. A post-test was administered after 12 weeks of treatment using GeoGebra. Analyses of Covarion (ANCOVA) was used to adjust for the pre-test score. Findings showed that the group with access to GeoGebra achieved significantly better test scores in the posttest as compared to the group which followed the traditional teaching method. A two-way ANCOVA used to analyse the effect of students' spatial visualization on post-test performance showed that there was no effect. The results from this study suggested that using GeoGebra had helped the students to score better in the posttest. However, there is no significance difference on mathematics performances on students with difference types of spatial visualisastion. This study indicates that GeoGebra is useful in enhancing the teaching and learning of mathematics.

  15. Do mathematics textbooks cultivate shallow teaching? Applying the TIMSS Video Study criteria to Australian eighth-grade mathematics textbooks

    Science.gov (United States)

    Vincent, Jill; Stacey, Kaye

    2008-04-01

    Australian eighth-grade mathematics lessons were shown by the 1999 TIMSS Video Study to use a high proportion of problems of low procedural complexity, with considerable repetition, and an absence of deductive reasoning. Using definitions from the Video Study, this study re-investigated this `shallow teaching syndrome' by examining the problems on three topics in nine eighth-grade textbooks from four Australian states for procedural complexity, type of solving processes, degree of repetition, proportion of `application' problems and proportion of problems requiring deductive reasoning. Overall, there was broad similarity between the characteristics of problems in the textbooks and in the Australian Video Study lessons. There were, however, considerable differences between textbooks and between topics within textbooks. In some books, including the best-selling textbooks in several states, the balance is too far towards repetitive problems of low procedural complexity.

  16. Information technology in university-level mathematics teaching and learning: a mathematician's point of view

    Directory of Open Access Journals (Sweden)

    Alexandre Borovik

    2011-12-01

    Full Text Available Although mathematicians frequently use specialist software in direct teaching ofmathematics, as a means of delivery e-learning technologies have so far been lesswidely used. We (mathematicians insist that teaching methods should be subjectspecificand content-driven, not delivery-driven. We oppose generic approaches toteaching, including excessively generalist, content-free, one-size-fits-allpromotion of information and communications technology. This stance is fullyexpressed, for example, in the recent Teaching Position Statement from the LondonMathematical Society (2010 and is supported by a recent report from the NationalUnion of Students (2010, 5: “Not every area of study needed or was compatiblewith e-learning, and so to assume it would grant blanket advantages was notaccurate”. This paper is an attempt to explain mathematicians' selectivity in use ofinformation and communications technology and its guiding principles. The paperis addressed to our non-mathematician colleagues and is not intended to be a surveyof the existing software and courseware for mathematics teaching – the corpus ofexisting solutions is enormous and its discussion inevitably involves hardcoremathematics.

  17. Relationships between school support, school facilities, ICT culture and mathematics teachers' attitudes towards ICT in teaching and learning

    Science.gov (United States)

    Ayub, Ahmad Fauzi Mohd; Bakar, Kamariah Abu; Ismail, Rohayati

    2012-05-01

    Information communication Technology (ICT) has been a major influence in the Malaysian Education System, especially in the teaching of mathematics. Since 2003, the Malaysian Ministry of Education has provided incentives to mathematics teacher to motivate them to use ICT using English as the medium of instruction, during the teaching and learning process. However, there are barriers that prevented mathematics teachers from using ICT in the classrooms. This study is to determine factors that influenced the attitudes of Malaysian Mathematic Teachers in integrating ICT in their teaching and learning. One hundred ninety one mathematics teachers were randomly selected for the purpose of this study. The three factors investigated were school support, school facilities and school culture which had been selected to be correlated with teachers' attitudes towards integrating ICT in the teaching and learning of mathematics. Findings showed that significant positive relationships existed between teachers' attitudes toward integrating ICT in the teaching and learning and school support, school facilities and ICT culture and This finding indicated that, in order to develop teachers' attitudes in using ICT during their teaching and learning process, they needed support from the school principals and also their colleagues. Apart from that, school facilities and also ICT culture were also found to be essential.

  18. Construction, specification, and mathematical description of aspheric surfaces.

    Science.gov (United States)

    Smith, G; Atchison, D A

    1983-03-01

    Rotationally symmetrical aspheric surfaces of spectacle lenses are constructed as either "zonal aspherics" or "continuous aspherics." Zonal aspherics consist of annular zones surrounding a central zone with each zone being nominally spherical with progressively lower surface power the farther the zone is from the surface vertex. Aspheric surfaces are often specified by the radial drop in surface power from the center to the edge of the lens (e.g., Welsh Four-drop), but for assessment purposes the surface shape must be specified more precisely. The formulas for the description of continuous aspherics can be manipulated into different forms. Mathematical descriptions are given or developed which will enable theoretical assessment of the performances of all lenses with rotationally symmetrical aspheric surfaces.

  19. Mathematical Formulation Requirements and Specifications for the Process Models

    International Nuclear Information System (INIS)

    Steefel, C.; Moulton, D.; Pau, G.; Lipnikov, K.; Meza, J.; Lichtner, P.; Wolery, T.; Bacon, D.; Spycher, N.; Bell, J.; Moridis, G.; Yabusaki, S.; Sonnenthal, E.; Zyvoloski, G.; Andre, B.; Zheng, L.; Davis, J.

    2010-01-01

    The Advanced Simulation Capability for Environmental Management (ASCEM) is intended to be a state-of-the-art scientific tool and approach for understanding and predicting contaminant fate and transport in natural and engineered systems. The ASCEM program is aimed at addressing critical EM program needs to better understand and quantify flow and contaminant transport behavior in complex geological systems. It will also address the long-term performance of engineered components including cementitious materials in nuclear waste disposal facilities, in order to reduce uncertainties and risks associated with DOE EM's environmental cleanup and closure activities. Building upon national capabilities developed from decades of Research and Development in subsurface geosciences, computational and computer science, modeling and applied mathematics, and environmental remediation, the ASCEM initiative will develop an integrated, open-source, high-performance computer modeling system for multiphase, multicomponent, multiscale subsurface flow and contaminant transport. This integrated modeling system will incorporate capabilities for predicting releases from various waste forms, identifying exposure pathways and performing dose calculations, and conducting systematic uncertainty quantification. The ASCEM approach will be demonstrated on selected sites, and then applied to support the next generation of performance assessments of nuclear waste disposal and facility decommissioning across the EM complex. The Multi-Process High Performance Computing (HPC) Simulator is one of three thrust areas in ASCEM. The other two are the Platform and Integrated Toolsets (dubbed the Platform) and Site Applications. The primary objective of the HPC Simulator is to provide a flexible and extensible computational engine to simulate the coupled processes and flow scenarios described by the conceptual models developed using the ASCEM Platform. The graded and iterative approach to assessments naturally

  20. A Problem-Based Learning Approach of Teaching Mathematics to Media Technology Students Using a Game Engine

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Misfeldt, Morten; Timcenko, Olga

    2015-01-01

    In this article, we present our idea of using a game engine (Unity) to teach Media Technology students mathematics-related concepts. In order to observe how the introduction of a technological tool, namely the game engine, changes the practices in mathematical work, we adopted the anthropological...

  1. Development and Validation of a Scale for Measuring Mathematics Teaching Self-Efficacy for Teachers in the Sultanate of Oman

    Science.gov (United States)

    Alkharusi, Hussain; Aldhafri, Said; Al-Hosni, Khoula; Al-Busaidi, Saleh; Al-Kharusi, Bader; Ambusaidi, Abdullah; Alrajhi, Marwa

    2017-01-01

    A scale for measuring self-efficacy for teaching mathematics in grades 5 to 10 was developed in this study for teachers in Oman. The participants were 328 mathematics teachers randomly selected from five educational governorates in the Sultanate of Oman. Factorial structure of the scale revealed three subscales: self-efficacy for understanding the…

  2. Teachers' Use of a Pedagogical Framework for Improvement in Mathematics Teaching: Case Studies from YuMi Deadly Maths

    Science.gov (United States)

    Carter, Merilyn; Cooper, Tom; Anderson, Robyn

    2016-01-01

    This paper describes the pedagogical framework used by YuMi Deadly Maths, a school change process used to improve mathematics teaching and thus enhance employment and life chances for socially disadvantaged students. The framework, called the RAMR cycle, is capable of being used by mathematics teachers for planning and delivering lessons and units…

  3. Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle

    Science.gov (United States)

    2015-08-03

    AND SUBTITLE Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle...Center program to be able to expose Science Technology, Engineering and Mathematics (STEM) space-inspired science centers for DC Metro beltway schools

  4. Assessment of Training Programs for Elementary Mathematics Teachers on Developed Curricula and Attitudes towards Teaching in Najran-Saudi Arabia

    Science.gov (United States)

    Aly, Hassan Shawky; Abdulhakeem, Hassan Daker

    2016-01-01

    This study aimed at assessing the training programs for Mathematics teachers at elementary stage on developed Curricula and attitudes toward teaching at Najran educational administration in Saudi Arabia. To achieve this objective, two instruments were developed, one of them measures the opinions of Mathematics teachers about the training programs…

  5. Effects of Prior Knowledge in Mathematics on Learner-Interface Interactions in a Learning-by-Teaching Intelligent Tutoring System

    Science.gov (United States)

    Bringula, Rex P.; Basa, Roselle S.; Dela Cruz, Cecilio; Rodrigo, Ma. Mercedes T.

    2016-01-01

    This study attempted to determine the influence of prior knowledge in mathematics of students on learner-interface interactions in a learning-by-teaching intelligent tutoring system. One hundred thirty-nine high school students answered a pretest (i.e., the prior knowledge in mathematics) and a posttest. In between the pretest and posttest, they…

  6. Perspectives of Pre-Service Middle and Secondary Mathematics Teachers on the Use of Webquests in Teaching and Learning Geometry

    Science.gov (United States)

    Halat, Erdogan

    2009-01-01

    The aim of this study was to examine the views of pre-service mathematics teachers on the use of webquests in teaching and learning geometry with reference to a theoretical framework developed by Dodge in 1995. For this study the researcher identified four groups containing nineteen pre-service mathematics teachers, which were then assigned to…

  7. Nuevo enfoque de la ensenanza de las matematicas en el nivel de primaria (A New Approach to the Teaching of Mathematics at the Primary School Level).

    Science.gov (United States)

    Jimenez Lozano, Blanca; And Others

    This document is an English-language abstract (approximately 1500 words) of a new approach to the teaching of mathematics in Mexican elementary schools. Three aspects of mathematical reform are discussed: (1) syllabus content; (2) teaching methods; and (3) the question of introducing the pupil to modern mathematics at the earliest possible stage…

  8. Students' Perception of Factors Influencing Teaching and Learning of Mathematics in Senior Secondary Schools in Maiduguri Metropolis, Borno State, Nigeria

    Science.gov (United States)

    Dauda, Bala; Jambo, Hyelni Emmanuel; Umar, Muhammad Amin

    2016-01-01

    This study examined students' perception of factors influencing teaching and learning of mathematics in senior secondary schools in Maiduguri Metropolis of Borno State, Nigeria. The objectives of the study were to determine the extent to which students perceived: qualification, method of teaching, instructional materials and attitude of both…

  9. Learning by Preparing to Teach: Fostering Self-Regulatory Processes and Achievement during Complex Mathematics Problem Solving

    Science.gov (United States)

    Muis, Krista R.; Psaradellis, Cynthia; Chevrier, Marianne; Di Leo, Ivana; Lajoie, Susanne P.

    2016-01-01

    We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for…

  10. Using the "Knowledge Quartet" to Quantify Mathematical Knowledge in Teaching: The Development of a Protocol for Initial Teacher Education

    Science.gov (United States)

    Weston, Tracy L.

    2013-01-01

    This study examined trainee teachers' mathematical knowledge in teaching (MKiT) over their final year in a US Initial Teacher Education (ITE) programme. This paper reports on an exploratory methodological approach taken to use the "Knowledge Quartet" to quantify MKiT through the development of a new protocol to code trainees' teaching of…

  11. PROGRAMMING FUNDAMENTALS TEACHING TO THE STUDENTS OF PHYSICO-MATHEMATICAL PROFILE

    Directory of Open Access Journals (Sweden)

    Vdovychyn Tatiana

    2017-05-01

    Full Text Available The article provides methodical recommendations on studying of the discipline "Informatics" for the specialists preparation of the first (Bachelor level of higher education of the field of knowledge 01 "Education" of the specialty 014.04 "Secondary education (mathematics", 014.08 "Secondary education (physics". This discipline plays a particularly important role in the higher education establishments physical and mathematical field specialists training, since it combines both the fundamental concepts and principles of various mathematical and informatics disciplines, as well as applied models and algorithms for their application. The methodological aspects of the discipline "Informatics" study include the pedagogical feasibility of the forms, methods and means of training for students who are qualified as a teacher of mathematics and a physics teacher respectively. The discipline program includes issues on informatics theoretical foundations, applied software, and the basics of programming. Students are encouraged to consider the basics of programming in the C ++ environment. Basic C ++ language designs have a convenient, professional programming toolkit. Integrated C ++ environment is characterized by speed, convenience in debugging and compiling of the program. Therefore, the article focuses on the practical skills formation in the C ++ environment for the students of the physical and mathematical profile and highlights the methodological aspects of the C ++ programming language use in the course of the discipline "Informatics" teaching. The formation of practical skills takes place during the performance of laboratory works, namely: the original problem setting, the construction of an algorithm for its solution, analysis of the received results.

  12. Mathematical Formulation Requirements and Specifications for the Process Models

    Energy Technology Data Exchange (ETDEWEB)

    Steefel, C.; Moulton, D.; Pau, G.; Lipnikov, K.; Meza, J.; Lichtner, P.; Wolery, T.; Bacon, D.; Spycher, N.; Bell, J.; Moridis, G.; Yabusaki, S.; Sonnenthal, E.; Zyvoloski, G.; Andre, B.; Zheng, L.; Davis, J.

    2010-11-01

    The Advanced Simulation Capability for Environmental Management (ASCEM) is intended to be a state-of-the-art scientific tool and approach for understanding and predicting contaminant fate and transport in natural and engineered systems. The ASCEM program is aimed at addressing critical EM program needs to better understand and quantify flow and contaminant transport behavior in complex geological systems. It will also address the long-term performance of engineered components including cementitious materials in nuclear waste disposal facilities, in order to reduce uncertainties and risks associated with DOE EM's environmental cleanup and closure activities. Building upon national capabilities developed from decades of Research and Development in subsurface geosciences, computational and computer science, modeling and applied mathematics, and environmental remediation, the ASCEM initiative will develop an integrated, open-source, high-performance computer modeling system for multiphase, multicomponent, multiscale subsurface flow and contaminant transport. This integrated modeling system will incorporate capabilities for predicting releases from various waste forms, identifying exposure pathways and performing dose calculations, and conducting systematic uncertainty quantification. The ASCEM approach will be demonstrated on selected sites, and then applied to support the next generation of performance assessments of nuclear waste disposal and facility decommissioning across the EM complex. The Multi-Process High Performance Computing (HPC) Simulator is one of three thrust areas in ASCEM. The other two are the Platform and Integrated Toolsets (dubbed the Platform) and Site Applications. The primary objective of the HPC Simulator is to provide a flexible and extensible computational engine to simulate the coupled processes and flow scenarios described by the conceptual models developed using the ASCEM Platform. The graded and iterative approach to assessments

  13. Mathematics teachers' metacognitive skills and mathematical language in the teaching-learning of trigonometric functions in township schools / Johanna Sandra Fransman

    OpenAIRE

    Fransman, Johanna Sandra

    2014-01-01

    Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires ...

  14. From Patient-Specific Mathematical Neuro-Oncology to Precision Medicine

    Directory of Open Access Journals (Sweden)

    Anne eBaldock

    2013-04-01

    Full Text Available Gliomas are notoriously aggressive, malignant brain tumors that have variable response to treatment. These patients often have poor prognosis, informed primarily by histopathology. Mathematical neuro-oncology (MNO is a young and burgeoning field that leverages mathematical models to predict and quantify response to therapies. These mathematical models can form the basis of modern precision medicine approaches to tailor therapy in a patient-specific manner. Patient specific models (PSMs can be used to overcome imaging limitations, improve prognostic predictions, stratify patients and assess treatment response in silico. The information gleaned from such models can aid in the construction and efficacy of clinical trials and treatment protocols, accelerating the pace of clinical research in the war on cancer. This review focuses on the growing translation of PSM to clinical neuro-oncology. It will also provide a forward-looking view on a new era of patient-specific mathematical neuro-oncology.

  15. Mathematics Connection

    African Journals Online (AJOL)

    MATHEMATICS CONNECTION aims at providing a forum topromote the development of Mathematics Education in Ghana. Articles that seekto enhance the teaching and/or learning of mathematics at all levels of theeducational system are welcome.

  16. Dyslexia, Dyspraxia and Mathematics.

    Science.gov (United States)

    Yeo, Dorian

    This book explores how primary school children with dyslexia or dyspraxia and difficulty in math can learn math and provides practical support and detailed teaching suggestions. It considers cognitive features that underlie difficulty with mathematics generally or with specific aspects of mathematics. It outlines the ways in which children usually…

  17. Characterization of Mathematics Instructional Practises for Prospective Elementary Teachers with Varying Levels of Self-Efficacy in Classroom Management and Mathematics Teaching

    Science.gov (United States)

    Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

    2017-01-01

    The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of…

  18. Research on the Development of Middle School Mathematics Pre-Service Teachers' Perceptions Regarding the Use of Technology in Teaching Mathematics

    Science.gov (United States)

    Akkaya, Recai

    2016-01-01

    This study aimed to investigate the changes in teacher perceptions regarding the use of technology subsequent to the training about technology integration in mathematics teaching. A training program that included combined technology, pedagogy and content knowledge was prepared and implemented on pre-service teachers with this aim. Exploratory…

  19. The Affordances of Using a Flipped Classroom Approach in the Teaching of Mathematics: A Case Study of a Grade 10 Mathematics Class

    Science.gov (United States)

    Muir, Tracey; Geiger, Vince

    2016-01-01

    Teaching secondary mathematics has a number of challenges, including the expectations that teachers cover the prescribed curriculum, help students learn difficult concepts, prepare students for future studies, and, increasingly, that they do so incorporating digital technologies. This study investigates a teacher's, and his students', perceptions…

  20. About the Effectiveness of the Training Technology Model of Trigonometry Teaching for the Mathematical Profile Students

    Directory of Open Access Journals (Sweden)

    N. I. Popov

    2013-01-01

    Full Text Available The paper is devoted to trigonometry teaching in higher school as a part of the elementary mathematics course with a complex hierarchical structure. Due to the complicated content of the given discipline,each of its modules can be divided into separate themes; though, the teacher should emphasize their interrelations, as well as the links with the coordinate method, geometry and mathematical analysis.The recommended training technology model allows the teacher to build up and control the training process, and achieve good results in accordance with the assigned tasks. In the course of the model approbation, theauthor developed the e-learning resource and identification method for selecting the key mathematical examples and exercises for each theme and module. The analysis of students’ tests and questionnaires conducted for several years proves the effectiveness of the designed model for the senior university students of mathematical profile. Based on the research findings, the author developed the educational methodology complex for the Basics of Trigonometry course.

  1. [The discussion of the infiltrative model of mathematical knowledge to genetics teaching].

    Science.gov (United States)

    Liu, Jun; Luo, Pei-Gao

    2011-11-01

    Genetics, the core course of biological field, is an importance major-basic course in curriculum of many majors related with biology. Due to strong theoretical and practical as well as abstract of genetics, it is too difficult to study on genetics for many students. At the same time, mathematics is one of the basic courses in curriculum of the major related natural science, which has close relationship with the establishment, development and modification of genetics. In this paper, to establish the intrinsic logistic relationship and construct the integral knowledge network and to help students improving the analytic, comprehensive and logistic abilities, we applied some mathematical infiltrative model genetic knowledge in genetics teaching, which could help students more deeply learn and understand genetic knowledge.

  2. Numerical Capacities as Domain-Specific Predictors beyond Early Mathematics Learning: A Longitudinal Study

    Science.gov (United States)

    Reigosa-Crespo, Vivian; González-Alemañy, Eduardo; León, Teresa; Torres, Rosario; Mosquera, Raysil; Valdés-Sosa, Mitchell

    2013-01-01

    The first aim of the present study was to investigate whether numerical effects (Numerical Distance Effect, Counting Effect and Subitizing Effect) are domain-specific predictors of mathematics development at the end of elementary school by exploring whether they explain additional variance of later mathematics fluency after controlling for the effects of general cognitive skills, focused on nonnumerical aspects. The second aim was to address the same issues but applied to achievement in mathematics curriculum that requires solutions to fluency in calculation. These analyses assess whether the relationship found for fluency are generalized to mathematics content beyond fluency in calculation. As a third aim, the domain specificity of the numerical effects was examined by analyzing whether they contribute to the development of reading skills, such as decoding fluency and reading comprehension, after controlling for general cognitive skills and phonological processing. Basic numerical capacities were evaluated in children of 3rd and 4th grades (n=49). Mathematics and reading achievements were assessed in these children one year later. Results showed that the size of the Subitizing Effect was a significant domain-specific predictor of fluency in calculation and also in curricular mathematics achievement, but not in reading skills, assessed at the end of elementary school. Furthermore, the size of the Counting Effect also predicted fluency in calculation, although this association only approached significance. These findings contrast with proposals that the core numerical competencies measured by enumeration will bear little relationship to mathematics achievement. We conclude that basic numerical capacities constitute domain-specific predictors and that they are not exclusively “start-up” tools for the acquisition of Mathematics; but they continue modulating this learning at the end of elementary school. PMID:24255710

  3. Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.

    Science.gov (United States)

    Reigosa-Crespo, Vivian; González-Alemañy, Eduardo; León, Teresa; Torres, Rosario; Mosquera, Raysil; Valdés-Sosa, Mitchell

    2013-01-01

    The first aim of the present study was to investigate whether numerical effects (Numerical Distance Effect, Counting Effect and Subitizing Effect) are domain-specific predictors of mathematics development at the end of elementary school by exploring whether they explain additional variance of later mathematics fluency after controlling for the effects of general cognitive skills, focused on nonnumerical aspects. The second aim was to address the same issues but applied to achievement in mathematics curriculum that requires solutions to fluency in calculation. These analyses assess whether the relationship found for fluency are generalized to mathematics content beyond fluency in calculation. As a third aim, the domain specificity of the numerical effects was examined by analyzing whether they contribute to the development of reading skills, such as decoding fluency and reading comprehension, after controlling for general cognitive skills and phonological processing. Basic numerical capacities were evaluated in children of 3(rd) and 4(th) grades (n=49). Mathematics and reading achievements were assessed in these children one year later. Results showed that the size of the Subitizing Effect was a significant domain-specific predictor of fluency in calculation and also in curricular mathematics achievement, but not in reading skills, assessed at the end of elementary school. Furthermore, the size of the Counting Effect also predicted fluency in calculation, although this association only approached significance. These findings contrast with proposals that the core numerical competencies measured by enumeration will bear little relationship to mathematics achievement. We conclude that basic numerical capacities constitute domain-specific predictors and that they are not exclusively "start-up" tools for the acquisition of Mathematics; but they continue modulating this learning at the end of elementary school.

  4. Specific learning disability in mathematics: a comprehensive review.

    Science.gov (United States)

    Soares, Neelkamal; Evans, Teresa; Patel, Dilip R

    2018-01-01

    Math skills are necessary for success in the childhood educational and future adult work environment. This article reviews the changing terminology for specific learning disabilities (SLD) in math and describes the emerging genetics and neuroimaging studies that relate to individuals with math disability (MD). It is important to maintain a developmental perspective on MD, as presentation changes with age, instruction, and the different models (educational and medical) of identification. Intervention requires a systematic approach to screening and remediation that has evolved with more evidence-based literature. Newer directions in behavioral, educational and novel interventions are described.

  5. Growing of the mathematical thinking imaginative to students in designing of the teaching aids for CWD towards to joyful learning

    Science.gov (United States)

    Sugiman; Sugiharti, E.; Kurniawati, N. F.

    2018-03-01

    Government and the private parties had also organized of Special School (SS) and Inclusive School. SS requires of math teachers who were professional in the material, but also master the needs of Children with Disabilities (CwD) in teaching-learning process. The problem: How to design the Teaching Aids for CwD through Extra-Curriculum Training (ECT) activities to Joyful Learning? The purposes of this research: (1) To find new ways how to grow the imaginative in mathematical thinking for students of Mathematics Education. (2) To find a Teaching Aids Design that suitable for CwD who studying in SS. (3) In order to create a Teaching Aids for CwD through activities based on ECT to Joyful Learning. The research method was done by qualitative approach. The research subjects were 6 students of Mathematics Education Study Program of FMIPA UNNES who were interested in attending of the training activities based on ECT. The results: (1) ECT can be a place to grow an Imaginative in Mathematical Thinking of students, (2) created the design of the teaching aids for CwD through activities based on ECT to Joyful Learning as a mirror of the imaginative growth in mathematical thinking for students.

  6. Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts

    Science.gov (United States)

    Bennison, Anne; Goos, Merrilyn

    2010-04-01

    The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom practice remains patchy, with factors such as teacher knowledge, confidence, experience and beliefs, access to resources, and participation in professional development influencing uptake and implementation. This paper reports on a large-scale survey of technology-related professional development experiences and needs of Queensland secondary mathematics teachers. Teachers who had participated in professional development were found to be more confident in using technology and more convinced of its benefits in supporting students' learning of mathematics. Experienced, specialist mathematics teachers in large metropolitan schools were more likely than others to have attended technology-related professional development, with lack of time and limited access to resources acting as hindrances to many. Teachers expressed a clear preference for professional development that helps them meaningfully integrate technology into lessons to improve student learning of specific mathematical topics. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in a diverse range of contexts.

  7. Exploring Teachers' Descriptions of 'Ways of Working with the Curriculum' in Teaching Mathematics and Statistics

    Science.gov (United States)

    Umugiraneza, Odette; Bansilal, Sarah; North, Delia

    2018-01-01

    What teachers teach, how they teach it and when they teach it should be guided by the curriculum. This paper focuses on teachers' reports about how they integrate the curriculum documentation in teaching mathematics and statistics concepts. Questionnaires containing both Likert scale and closed and open-ended questions were administered to 75…

  8. Structural equation modeling assessing relationship between mathematics beliefs, teachers' attitudes and teaching practices among novice teachers in Malaysia

    Science.gov (United States)

    Borhan, Noziati; Zakaria, Effandi

    2017-05-01

    This quantitative study was conducted to investigate the perception level of novice teachers about mathematics belief, teachers' attitude towards mathematics and teaching practices of mathematics in the classroom. In addition, it also aims to identify whether there is a correspondence model with the data obtained and to identify the relationship between the variables of beliefs, attitudes and practices among novice teachers in Malaysia. A total of 263 primary novice teachers throughout the country were involved in this study were selected randomly. Respondents are required to provide a response to the questionnaire of 66 items related to mathematics beliefs, attitudes and practices of the teaching mathematics. There are ten sub-factors which have been established in this instrument for three major constructs using a Likert scale rating of five points. The items of the constructs undergo the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) procedure involve of unidimensionality test, convergent validity, construct validity and discriminant validity. Descriptive statistics were used to describe the frequency, percentage, the mean and standard deviation for completing some research questions that have been expressed. As for inferential statistical analysis, the researchers used structural equation modeling (SEM) to answer the question of correspondents model and the relationship between these three variables. The results of the study were found that there exist a correspondence measurement and structural model with the data obtained. While the relationship between variable found that mathematics beliefs have a significant influence on teachers' attitudes towards mathematics as well as the relationship between the attitudes with teaching practices. Meanwhile, mathematics belief had no significant relationship with mathematics teaching practices among novice teachers in Malaysia.

  9. Evaluating the Use of Problem-Based Video Podcasts to Teach Mathematics in Higher Education

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    Kay, Robin; Kletskin, Ilona

    2012-01-01

    Problem-based video podcasts provide short, web-based, audio-visual explanations of how to solve specific procedural problems in subject areas such as mathematics or science. A series of 59 problem-based video podcasts covering five key areas (operations with functions, solving equations, linear functions, exponential and logarithmic functions,…

  10. Applying Cognitive Psychology Based Instructional Design Principles in Mathematics Teaching and Learning: Introduction

    Science.gov (United States)

    Verschaffel, Lieven; Van Dooren, W.; Star, J.

    2017-01-01

    This special issue comprises contributions that address the breadth of current lines of recent research from cognitive psychology that appear promising for positively impacting students' learning of mathematics. More specifically, we included contributions (a) that refer to cognitive psychology based principles and techniques, such as explanatory…

  11. Pictures with narration versus pictures with on-screen text during teaching Mathematics

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    Panagiotis Ioannou

    2017-06-01

    Full Text Available The purpose of the present study was to compare the effects of two different teaching methods on students’ comprehension in Mathematics: pictures with concurrent narration versus pictures with on-screen text, during teaching triangles, a lesson in Mathematics. Forty primary school children (boys and girls selected to participate in this study. Students splitted into two experimental groups with the technique of simple random sampling. The first group consisted of students who viewed and listened (pictures with narration group, while the second group consisted of students who viewed (pictures with on-screen text a presentation of triangles. A recall test was used to evaluate students’ comprehension. The results showed that students’ comprehension was better when triangles' presentation (pictures was accompanied with spoken words, than with printed words. The pictures with narration group performed better than the pictures with on-screen text group, in recall test (M = 4.97, SD = 1.32 p<0.01. Results are consistent with the modality principle in which learners are more likely to build connections between corresponding words and pictures when words are presented in a spoken form (narration simultaneously with pictures.

  12. Helping all Students Become Einstein’s using Bibliotherapy when Teaching Mathematics to Prepare Students for a STEM World

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    Joseph M. Furner

    2017-06-01

    Full Text Available Today, being confident and having a sound understanding of mathematics is critical in an age of STEM.Teachers must play in important role in seeing that all students display their confidence in their ability to domathematics. This paper explains the process of using bibliotherapy when teaching mathematics to addressboth the math anxious or the math gifted student to build more math confidence in a STEM world. Oftengifted students of mathematics can be made to feel bad by their peers just because they know mathematicsand things come easy to them. Today there are many students in school that have math anxiety. Children'sand adolescent literature has been recognized now as a means to teaching mathematics to students throughthe use of stories to make the mathematics concepts relevant and meaningful. Literature can also be usedas a form of therapy, bibliotherapy, to reach students who may be frustrated with children picking on themfor knowing a lot of mathematics or who are math anxious. Story and picture books such as Counting onFrank, Math Curse and A Gebra Named Al are now available to use in the classroom as forms of bibliotherapyin helping students come to terms with issues that haunt them as it relates to mathematics. Children's bookscan be beneficial to address the math anxious and even the gifted. In this paper the author proposes usingreading and discussion (bibliotherapy to help all students become confident in mathematics in the STEMworld we live in.

  13. Reflection-for-action and the choice or design of examples in the teaching of mathematics

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    Olteanu, Constanta

    2017-09-01

    A qualitative study documented the use of examples in connection with reflection-for-action by mathematics educators. This article focuses on the use of mathematical examples that were chosen or designed by the teachers during lesson planning. The data are drawn from a 3-year project intended to make educational research in mathematics more useful to teachers. The focus in the present article was on how teachers reflected about students' learning as they prepared lessons. Analysis of the data showed that reflection-for-action was an effective teacher practice and useful for increasing the quality of the content the teacher intended to cover in a teaching situation. However, at the beginning of the study the teachers could not provide a proper explanation of what reflection was about. Their reflections were limited to preparing for the lessons in relation to the actual curriculum in Sweden. During the study, the teachers' reflection-for-action improved as a consequence of using patterns of variation in designing examples connected to the object of learning.

  14. Bilingualism of Colombian Deaf Children in the Teaching-Learning of Mathematics in the First Year of Elementary School

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    Olga Lucía León Corredor

    2011-04-01

    Full Text Available This paper summarizes some results of the first ethnographic research study conducted in Colombia in three different elementary schools for deaf children in which bilingualism (sign-language and written-language is starting to be emphasized. This study focuses on the teaching of mathematics in classrooms for deaf children using contexts proclaimed as bilingual. The participants in the study were first grade teachers. The analysis presented in this paper illustrates the struggles that teachers experience teaching arithmetic in such a context. The teaching of arithmetic using bilingualism requires three types of semiotic registers: sign-language and written-Spanish, and the Hindu-Arabic numeration system. The analysis indicates some puzzling teaching learning issues interweaving language and mathematics. These issues are of linguistic and communicative, social and cultural, and cognitive and pedagogical nature.

  15. Designing Tasks to Examine Mathematical Knowledge for Teaching Statistics for Primary Teachers

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    Siswono, T. Y. E.; Kohar, A. W.; Hartono, S.

    2018-01-01

    Mathematical knowledge for teaching (MKT) is viewed as fuel resources for conducting an orchestra in a teaching and learning process. By understanding MKT, especially for primary teachers, it can predict the success of a goal of an instruction and analyze the weaknesses and improvements of it. To explore what teachers think about subject matters, pedagogical terms, and appropriate curriculum, it needs a task which can be identified the teachers’ MKT including the subject matter knowledge (SMK) and pedagogical content knowledge (PCK). This study aims to design an appropriate task for exploring primary teachers’ MKT for statistics in primary school. We designed six tasks to examine 40 primary teachers’ MKT, of which each respectively represents the categories of SMK (common content knowledge (CCK) and specialised content knowledge (SCK)) and PCK (knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC)). While MKT has much attention of numbers of scholars, we consider knowledge of content and culture (KCCl) to be hypothesized in the domains of MKT. Thus, we added one more task examining how the primary teachers used their knowledge of content (KC) regarding to MKT in statistics. Some examples of the teachers’ responses on the tasks are discussed and some refinements of MKT task in statistics for primary teachers are suggested.

  16. Learning objects and interactive whiteboards: a evaluation proposal of learning objects for mathematics teaching

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    Silvio Henrique Fiscarelli

    2016-05-01

    Full Text Available The current conditions of the classroom learning tend to be a one-way process based in teacher exposition, this make a negative impact on learning make it a mechanical and not meaningful activity. One possibility to improve the quality of teaching is to innovate methodologies and varying forms of presenting information to students, such as the use of technology in the teaching process. The Interactive Whiteboard (IBW is one of the technologies that are being implemented in Brazilian schools. One of the promising possibilities to add value to the use of LDI in classroom are "learning objects" (LO. However, one problem is that often the LO are not fully suited to the dynamics of IWB, whether functional or pedagogical point of view. The objective of this study is to analyze and propose a set of indicators that evaluate the learning objects for use in conjunction with Interactive Whiteboards. The selection and definition of evaluation indicators was carried from the literature review on the subject and based on LDI experiences of use in Municipal Elementary School. After defining the set of indicators was conducted a evaluation of a sample of 30 OA utilized to teaching mathematics in 3rd grade of elementary school. The results of the evaluation indicate that the proposed indicators are suitable for a pre-analysis of OA and assisting in the process of selection of these.

  17. Estrategias Didácticas y Conocimiento Especializado de Profesores de Matemáticas. Un Caso en Álgebra Escolar = Teaching Strategies and Mathematics Teacher's Specialized Knowledge. A Case in School Algebra

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    Sandoval, Ivonne; Solares Rojas, Armando; García-Campos, Montserrat

    2017-01-01

    We present results of the analysis of knowledge used by a secondary school mathematics teacher in her classroom practice. This knowledge takes shape and is displayed as specific teaching strategies in the management of her class when she incorporates Computer Algebra Systems. Based on observations of regular classes, we find that her knowledge…

  18. Mathematics

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    Eringen, A Cemal

    2013-01-01

    Continuum Physics: Volume 1 - Mathematics is a collection of papers that discusses certain selected mathematical methods used in the study of continuum physics. Papers in this collection deal with developments in mathematics in continuum physics and its applications such as, group theory functional analysis, theory of invariants, and stochastic processes. Part I explains tensor analysis, including the geometry of subspaces and the geometry of Finsler. Part II discusses group theory, which also covers lattices, morphisms, and crystallographic groups. Part III reviews the theory of invariants th

  19. Using Research-Based Video-Cases to Help Pre-Service Primary Teachers Conceptualize a Contemporary View of Mathematics Teaching

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    Lin, Pi-Jen

    2005-01-01

    The study inquired into the effect of research-based video-cases on pre-service teachers conceptualizing their understanding of contemporary mathematics teaching. The 43 participants enrolled in a Mathematics Method Course viewed and discussed 5 video-cases of primary teachers teaching. Journal entries, lesson plans, and microteaching observations…

  20. Teaching Mathematics in Rudolf Steiner Schools for Classes I-VIII. How To Become Imaginative and Holistic. Volume 1, Up to Age 14.

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    Jarman, Ron

    This book aims to present helpful, practical ideas and suggestions for mathematics teaching. Focus is on how teaching can be developed in a Rudolf Steiner (Waldorf) School and includes treatment of mathematical topics applicable to the 7-14 age group. Suggestions for curriculum and examples for children to work on are presented with a very wide…