scholarly journals THE IMPLEMENTATION OF SCHOOL MATHEMATICS TEACHING LEARNING IN IMMANUEL BONANG

2020 ◽  
Vol 4 (3) ◽  
pp. 242
Author(s):  
Oce Datu Appulembang ◽  
Kurnia Putri-Sepdikasari Dirgantoro ◽  
Jacob Stevy Seleky
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
School Mathematics ◽  
After School ◽  
Learning Center ◽  
Education Students ◽  
Practice Teaching ◽  
And Mathematics ◽  
Teaching Learning

<p><em>Guidance and assistance in learning are necessary for every child, whether it is for the students who have attended school or not. Most of the parents who live in the Bonang area can not fulfill this activity. Parents who have not be able to accompany their children in learning after school are caused several factors, namely cognitive inability of parents, the busyness of parents in work, and the inability of parents economically to send their children to learning center, and some are even do not trust some learning center. Mathematics education students are prepared in the field of school mathematics teaching and learning expertise. For them, this activity is a valuable opportunity to gain teaching experience, as well as learning to implement the theories that have been learned, both in terms of pedagogy and mathematics. The purpose of this community is as a place to synchronize students’ need to implement their learning practices with the needs of schoolchildren</em> <em>around Bonang. The activity is in the form of assistance at one of the residents’ houses in Bonang. The benefits of this assistance activity are felt by all parties, schoolchildren</em> <em>as learning participants receive learning guidance in terms of cognitive and character, parents who are assisted and feel happy to see children's development in education, and the tutors can directly learn to implement knowledge and practice teaching.</em></p><p><strong>ABSTRACT (INDONESIAN):</strong> Bimbingan dan pendampingan belajar diperlukan oleh setiap anak, baik yang bersekolah maupun yang tidak bersekolah. Kegiatan tersebut belum dapat dipenuhi oleh sebagian besar orang tua yang berdomisili di daerah Bonang. Orang tua yang belum dapat mendampingi anak-anaknya dalam belajar sepulang sekolah disebabkan oleh beberapa faktor yaitu ketidakmampuan orang tua secara kognitif, kesibukan orang tua dalam bekerja dan ketidakmampuan orang tua secara ekonomi untuk mengikutsertakan anaknya di dalam bimbingan belajar yang bersifat komersial, bahkan ada yang kurang percaya pada bimbingan belajar tertentu. Mahasiswa pendidikan matematika dipersiapkan pada bidang keahlian belajar mengajar matematika sekolah. Bagi mahasiswa, kegiatan tersebut merupakan kesempatan yang berharga untuk mendapatkan pengalaman mengajar, sekaligus belajar untuk mengimplementasikan teori yang sudah dipelajari, baik dari segi pedagogy maupun keilmuan matematika. Tujuan dari kegiatan ini adalah sebagai wadah untuk mensinkronisasikan kebutuhan mahasiswa untuk mengimplementasikan praktik pembelajaran mereka dengan kebutuhan anak sekolah di sekitar Bonang. Adapun kegiatan bimbingan belajar tersebut diselenggarakan di rumah salah satu warga di Bonang. Manfaat kegiatan bimbingan belajar ini dirasakan oleh semua pihak, anak-anak sekolah sebagai peserta belajar mendapatkan bimbingan belajar dari segi koginitif dan karakter, orangtua yang terbantukan dan merasa bahagia melihat perkembangan anak dalam pendidikan dan mahasiswa pendidikan matematika yang menjadi tutor dapat secara langsung belajar mengimplementasikan ilmu dan praktek mengajarnya.</p>

scholarly journals Undergraduates’ conceptions of mathematics teaching and learning: an empirical study

2021 ◽  
Author(s):  
Luis J. Rodríguez-Muñiz ◽  
Álvaro Aguilar-González ◽  
Ariel Lindorff ◽  
Laura Muñiz-Rodríguez
Keyword(s):  
Empirical Evidence ◽  
Undergraduate Students ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
Different Characteristics ◽  
Research In Mathematics Education

AbstractPrevious research in mathematics education has explored teachers’ conceptions of mathematics and its teaching and learning, and how their instructional tendencies (e.g., “traditional”, “technological”, “spontaneous” and “investigative”) relate to these conceptions. However, empirical evidence on this topic from large samples of pre-service teachers is limited. This study adapts and validates an instrument originally designed for in-service teachers to analyse the conceptions of mathematics and mathematics teaching and learning. This was done in a sample of undergraduate students in several different degree programmes (primary education, mathematics, and the education itinerary in psychology) in a Spanish university. Existing theory about instructional tendencies and conceptions of mathematics teaching and learning that was developed in the context of in-service teachers is then re-examined in the context of empirical evidence from this sample of individuals (all potential future teachers) without teaching experience. Results show that items from the instrument can be separated into four factors focussed on investigative stances, the role of textbooks, the role of teachers and lesson planning. Individual participants are not characterised by single tendencies; rather, they can be described in terms of several combinations of tendencies, grouped into four clusters. In line with the previous literature on in-service teachers, results suggest that conceptions of mathematics and its teaching and learning are not best captured by rigid, sharply delineated profiles. Rather, individuals configure their own conceptions in terms of combinations of different characteristics of prototypical tendencies.

A New Way of Teaching

1996 ◽  
Vol 178 (1) ◽  
pp. 49-59 ◽  
Author(s):  
Fernand J. Prevost
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
National Curriculum ◽  
And Mathematics ◽  
Teaching Learning ◽  
Change Task ◽  
Analysis Of Teaching ◽  
Present Understanding

A new view of teaching is emerging from the work of the constructivists and mathematics education reform leaders. In particular, we examine here four aspects of teaching that must change: task selection, guidance of classroom discourse, setting the learning environment, and the analysis of teaching and learning. Several national curriculum projects are working to effect these changes and examples of their work are provided. This work has motivated individual teachers to similarly design investigations that engage students in the study of significant mathematics, and two examples are included. Assessment must also change and students must learn to become less dependent on “authority” for the correctness of answers. Finally, our present understanding of constructivism and its implications for teaching/learning must not be static; though that view now may be at the center, we must listen to those who are on the edges and expect to be changed again and again in the years ahead.

Analyzing the Determinants of Teachers’ Mathematics Teaching Competencies in Upper Primary Phase: Evidence from Namibia

2015 ◽  
Vol 2 (4) ◽  
pp. 35-47 ◽  
Author(s):  
Geoffrey Nambira
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Primary Phase ◽  
Teaching Mathematics ◽  
Teaching Materials ◽  
Teaching Competencies ◽  
Training Programmes

The purpose of this study was to assess the extent to which predictors of teachers’ competencies in teaching mathematics predict the outcomes of mathematics performance among learners at upper primary phase. The determinants were namely gender, teaching experience, region, qualification, and fields of study exert effect on teachers’ competencies in lesson planning and preparation, assessment and evaluation of learners, lesson delivery, the use of teaching strategies, the quality of homework, and the availability of teaching materials. The generic understanding of the impacts of predictors of teaching competencies on learners’ performance significantly informs the development of training programmes components, and teaching and learning processes across the schooling system. Shulman’s theory of teacher content and pedagogical knowledge underpinned the study. The study comprised of holistic samples of 117 mathematics teachers at upper primary phase teachers from 39 schools. The selection of three schools from each region followed three criteria, namely outstanding, moderate, and lower performances in Grade 10 examination. Data is collected from classroom observation and analysis of relevant documents. The findings show that predictor variables such as gender, teacher qualification, teaching experience, field of study, and region exerted effects on the way teachers plan and prepare the lesson, deliver the lesson, assess and evaluate learners, use the teaching materials, and the quality of work. Teachers who specialized in mathematics were more competent in mathematics teaching. The results presuppose that predictors of teachers’ competencies in teaching mathematics are essential for improving teaching and learning of mathematics in schools. The outcome of this study is beneficial to education officials who are directly responsible for coordinating the teaching of mathematics in schools and the allocation of teaching subjects, particularly mathematics. The findings showed that a number of teachers were not trained mathematics. This was an indication of the existing shortage of mathematics teachers in schools nationally. Untrained mathematics teachers negatively influenced learners’ performance. These outcomes implied that education planners at the national, regional and district levels should set up strategies on how to increase the production of mathematics teachers nationally in order to meet the demand of such teachers in schools.

scholarly journals INTEREST OF LATVIAN AND LITHUANIAN STUDENTS IN SCIENCE AND MATHEMATICS

2018 ◽  
Vol 17 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Dagnija Cēdere ◽  
Inese Jurgena ◽  
Vilija Targamadze
Keyword(s):  
Factor Analysis ◽  
Learning Process ◽  
Mathematics Teaching ◽  
Leisure Time ◽  
Mathematics Students ◽  
Interest In Science ◽  
Practical Life ◽  
And Mathematics ◽  
Teaching Learning ◽  
Successful Teaching

Interest is one of the most important components for a successful teaching/learning process; unfortunately, nowadays students’ interest in science and mathematics is decreasing. The aim of the research is to explore the cognitive interest of 15-year- old students in science and mathematics. Students in Latvia and Lithuania participated in the survey; the data show that students’ cognitive interest in this area in both countries is mediocre. The factor analysis was used to single out four main dimensions of the cognitive interest – interest in the context, interest in mathematics, inquiry interest and enthusiasm. Students’ interest is higher in issues connected with practical life, the solution of real problems, but much lower if the problem to be solved needs effort, if they have to use mathematical tools. Enthusiasm is not characteristic for students. Only few respondents are willing to engage in science and mathematics in their leisure time. Latvian and Lithuanian students show slight differences in their interests. There are more Lithuanian students, who like mathematics and who are not afraid of difficulties. Latvian students, in their turn, show greater enthusiasm. Keywords: cognitive interest, science and mathematics, teaching/learning process.

scholarly journals Once again on mathematics teachers training

2013 ◽  
Vol 54 ◽  
Author(s):  
Eugenijus Stankus
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
School Mathematics ◽  
Degree Programs ◽  
And Mathematics ◽  
Teachers Training

In this paper the sensitive problems of school mathematics teaching and mathematics teachers training are analysed. Are degree programs, preparing mathematics and informatics teachers, provides enough knowledge that graduates are able to be good teachers? These and other issues, related to realities, an attempt to answer in the article.

scholarly journals THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES

2021 ◽  
Vol 18 (No.2) ◽  
pp. 129-160
Author(s):  
Ruzlan Md-Ali ◽  
Arsaythamby Veloo ◽  
S. Kanageswari Suppiah Shanmugam ◽  
Yus'aiman Jusoh @ Yusoff ◽  
Rosna Awang Hashim
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Orang Asli ◽  
Mathematics Competence ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
Teachers Perspectives

Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

scholarly journals In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices

2018 ◽  
Vol 7 (5) ◽  
pp. 156
Author(s):  
Nahil Aljaberi ◽  
Eman Gheith
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Nature Of Mathematics ◽  
Teaching Learning ◽  
Mathematics Teaching Practices

The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers’ beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers’ perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.

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