scholarly journals The tools related to mathematics teachers’ pedagogical reasoning: critical review

2021 ◽  
Author(s):  
Siska Nopa Br Tambunan ◽  
Kai-Lin Yang
Keyword(s):  
Mathematics Teachers ◽  
Critical Review ◽  
Mathematical Tasks ◽  
Teaching Materials ◽  
Pedagogical Reasoning ◽  
Planning Session

Shulman (1987) introduced pedagogical reasoning in his model of pedagogical reasoning and action, refers to the phases of activities involving comprehension, transformation, instruction, evaluation, and reflection. The present study aims at a critical review on the tools for investigating the phases of pedagogical reasoning and action for mathematics teachers. Based on a focused search in the database Scopus, 13 articles were reviewed. Findings showed three categories included mathematical tasks, teaching materials and videos. We further classified each category and connected it with Shulman’s phases of pedagogical reasoning. Mathematical tasks are classified as pure mathematical tasks and mathematical pedagogical tasks which can be connected to comprehension and transformation phases. Teaching materials are classified into three sub-categories, including materials in planning session, in implementation session, and after implementation which can be connected to comprehension and transformation, instruction, and evaluation and reflection phases, respectively. Lastly, videos are classified into three subcategories including video of self-teaching, others teaching, and movie which connected to evaluation and reflection phases. Two findings are highlighted including (1) the correspondence between the tools for pedagogical reasoning and Shulman’s phases of pedagogical reasoning and (2) the features of each sub-category of the tools related to pedagogical reasoning.Keywords: mathematics teachers; pedagogical reasoning

Interactive Whiteboards

2015 ◽  
pp. 288-307
Author(s):  
Tracy Goodson-Espy ◽  
Lisa Poling
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Technological Pedagogical Content Knowledge ◽  
Interactive Whiteboards ◽  
Mathematical Tasks ◽  
Pedagogical Content ◽  
Secondary Mathematics Teachers ◽  
Critical Mathematics

This chapter examines the literature on the use of Interactive Whiteboards (IWBs) in secondary mathematics instruction and notes barriers and achievements. The chapter links the use of IWBs to models for teaching Technological Pedagogical Content Knowledge (TPACK). Specifically, it proposes ways in which pre-service secondary mathematics teachers can be prepared to use IWBs to help their students develop understanding of critical mathematics ideas while engaging with worthwhile mathematical tasks and engaging in meaningful discourse.

Spinning the Cube with Technologies

2019 ◽  
Vol 112 (7) ◽  
pp. 551-554
Author(s):  
Lingguo Bu
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Teaching Experiment ◽  
Mathematical Tasks ◽  
Classroom Teaching ◽  
Sense Making ◽  
Pedagogical Issues ◽  
The Rich ◽  
Physical Manipulation

The rise of dynamic modeling and 3-D design technologies provides appealing opportunities for mathematics teachers to reconsider a host of pedagogical issues in mathematics education, ranging from motivation to application and from visualization to physical manipulation. This article reports on a classroom teaching experiment about cube spinning, integrating traditional tools, GeoGebra (www.geogebra.org), and 3-D design and printing technologies. It highlights the rich interplay between worthwhile mathematical tasks and the strategic use of diverse technologies in sustaining sense making and problem solving with a group of prospective teachers.

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 Pendampingan pembuatan bahan ajar berbasis etnomatematika untuk guru matematika di Indonesia

2021 ◽  
Vol 17 (1) ◽  
pp. 1-12
Author(s):  
Jeri Araiku ◽  
Somakim Somakim ◽  
Yusuf Hartono ◽  
Indaryanti Indaryanti
Keyword(s):  
Service Learning ◽  
Instructional Practices ◽  
Community Service ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Service Program ◽  
Teaching Materials ◽  
Cultural Philosophy ◽  
Specific Culture

[Bahasa]: Kegiatan pengadian kepada masyarakat (PkM) ini bertujuan untuk mendampingi guru dalam membuat bahan ajar matematika berbasis etnomatematika dan mengetahui respon peserta terhadap kegiatan tersebut. Metode yang digunakan adalah service learning yang terbagi menjadi dua kegiatan yaitu synchronous dan asynchronous. Anchronous terdiri atas penyampaian materi dan presentasi, sedangkan asynchronous berupa bimbingan pembuatan bahan ajar. Peserta yang mengikuti kegiatan PkM ini adalah sebanyak 408 guru matematika yang menghasilkan sebanyak 78 buah bahan ajar setelah revisi. Hasil pengabdian ini menunjukkan lima kesalahan yang dilakukan oleh guru matematika dalam menuliskan bahan ajar berbasis etnomatematika antara lain: (1) bahan ajar yang dibuat tidak sesuai template yang ditentukan, (2) bahan ajar tidak memanfaatkan filosofi/nilai budaya, namun hanya melihat bentuk objek, (3) bahan ajar tidak didasarkan pada budaya tertentu, (4) materi dan langkah pembelajaran tidak sesuai dengan filosofi budaya yang diangkat, dan (5) kegiatan tidak dirancang dengan baik dan berpotensi plagiat. Respon peserta terhadap kegiatan dapat dikategorikan sangat baik (4,55), sedangkan pengetahuan peserta mengenai etnomatematika dan kesulitan yang mungkin dihadapi peserta dalam membuat dan menerapkan bahan ajar berbasis etnomatematika di kelas tergolong baik, dengan nilai rata-rata masing-masing 3,9. Hal yang masih perlu diperhatikan oleh guru matematika adalah meluangkan lebih banyak waktu dalam mengeksplorasi nilai budaya sehingga filosofi dari budaya tersebut sesuai dengan konteks materi yang akan diajarkan. Guru juga perlu meningkatkan kemampuan dalam membuat dan menerapkan bahan ajar berbasis etnomatematika dalam proses pembelajaran matematika. Kata Kunci: etnomatematika, pembuatan bahan ajar, pengabdian kepada masyarakat, matematika [English]: This community service program (PkM) aims to assist teachers in designing ethnomatematics-based mathematics teaching materials and examine participants' responses to the program. The method used is service learning in the form of synchronous and asynchronous. The first included presentations and content discussions, while the latter was to guide the teachers design teaching materials. There were 408 mathematics teachers participated in this program which resulted in 78 revised teaching materials. There were five mistakes made by the mathematics teachers in designing the ethnomathematics-based teaching materials: (1) it did not comply the specified template, (2) it did not acknowledge cultural philosophies/values, but only refer to the shape of the object, (3) it did not adopt a specific culture, (4) the materials and learning steps were not in accordance with the cultural philosophy used, and (5) the activities were not well designed and have the potential for plagiarism. Participants’ responses to the program can be categorized as very good (4.55), while the participants' knowledge of ethnomatematics and the difficulties that participants may face in making and applying ethnomatics-based teaching materials in the classroom are classified as good, whereas each indicators has the average of 3.9. To the teachers need to spend more time exploring culture so that the philosophy of the culture is in accordance with the material to be taught. Also, the teachers should improve their ability to create ethnomathematical-based teaching materials and apply it in the instructional practices. Keywords: ethnomatematics, designing teaching materials, community service, mathematics

Supporting PSTs in Using Appropriate Tools Strategically: A Learning Sequence for Developing Technology Tasks That Support Students' Mathematical Thinking

2017 ◽  
Vol 5 (2) ◽  
pp. 122-157 ◽  
Author(s):  
Milan F. Sherman ◽  
Charity Cayton ◽  
Kayla Chandler
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Mathematical Thinking ◽  
Mathematical Tasks ◽  
Learning Sequence ◽  
Mathematics Teacher Educators ◽  
Preservice Mathematics Teachers ◽  
High Level ◽  
Support Students

This article describes an intervention with preservice mathematics teachers intended to address the use of Interactive Geometry Software (IGS) for mathematics instruction. A unit of instruction was developed to support teachers in developing mathematical tasks that use IGS to support students' high-level thinking (Smith & Stein, 1998). Preservice teachers used the IGS Framework (Sherman & Cayton, 2015) to evaluate 3 tasks, to revise a task, and ultimately to design a task using the framework. Results indicate that a majority of preservice teachers in this study were successful in creating a high-level task where IGS was instrumental to the thinking demands, and that the IGS Framework supported them in doing so. The article concludes with suggestions for use by fellow mathematics teacher educators.

DSM-5 Teaching Materials: A Critical Review

2016 ◽  
Vol 41 (1) ◽  
pp. 138-144
Author(s):  
Michael D. Jibson ◽  
Lisa S. Seyfried
Keyword(s):  
Critical Review ◽  
Teaching Materials ◽  
Dsm 5

scholarly journals A critical review of ESP curriculum for pharmacists at SMKN 5 Pangkalpinang, Bangka Belitung

2021 ◽  
Vol 2 ◽  
pp. 217
Author(s):  
Pratiwi Amelia
Keyword(s):  
Curriculum Design ◽  
Critical Review ◽  
Language Skills ◽  
Teaching English ◽  
Teaching Materials ◽  
Language Curriculum ◽  
English Curriculum ◽  
Need Analysis ◽  
Tenth Grade ◽  
Theory Of Language

This paper presents a critical review of the ESP curriculum for the tenth grade of pharmacists’ students at SMKN 5 Pangkalpinang. This critical review is based on the theory of Language Curriculum Design proposed by Nation & Macalister (Nation & Macalister, 2007). It is found that the English curriculum, which uses by SMKN 5 Pangkalpinang is not suitable for the students of pharmacists. Teaching English for pharmacists at SMKN 5 Pangkalpinang needs modification and revitalisation to accommodate the needs of the students in the future. The general teaching materials for the students will not fulfil the language skills needed by the students. However, the materials should be specific. The revitalization of ESP curriculum at SMKN 5 Pangkalpinang should be based on research on the environment and need analysis of learning English as pharmacists. It also should consider the principles of curriculum design in teaching English for a specific purpose.

Interactive Whiteboards

TPACK ◽  
2019 ◽  
pp. 401-416
Author(s):  
Tracy Goodson-Espy ◽  
Lisa Poling
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Technological Pedagogical Content Knowledge ◽  
Interactive Whiteboards ◽  
Mathematical Tasks ◽  
Pedagogical Content ◽  
Secondary Mathematics Teachers ◽  
Critical Mathematics

This chapter examines the literature on the use of Interactive Whiteboards (IWBs) in secondary mathematics instruction and notes barriers and achievements. The chapter links the use of IWBs to models for teaching Technological Pedagogical Content Knowledge (TPACK). Specifically, it proposes ways in which pre-service secondary mathematics teachers can be prepared to use IWBs to help their students develop understanding of critical mathematics ideas while engaging with worthwhile mathematical tasks and engaging in meaningful discourse.

Asessing Hyphotetical Learning Trajectory of Mathematics Teachers

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Atikah Sari ◽  
Badria Julianti
Keyword(s):  
Mathematics Teachers ◽  
School Teacher ◽  
Mathematics Learning ◽  
Learning Trajectory ◽  
Teaching Mathematics ◽  
Learning Needs ◽  
Case Study Method ◽  
Teaching Materials ◽  
5Th Grade

The purpose of this study is to provide an alternative for teachers in preparing teaching materials adapted to track students' mathematics learning in the classroom. This study is a qualitative research with case study method with data collection is a triangulation technique that focuses on 13 people of 5th grade elementary school teacher. The results showed that Hyphotetical Learning Trajectory greatly assist teachers in planning their mathematics teachings, especially in developing teaching materials in a coherent, logical, contextual, and cutting-edge, so that the learning is given to more effectively and efficiently. It was also revealed that the practice of teaching mathematics teacher in the classroom along with lesson plans they have prepared beforehand. Based on the implementation of Hyphotetical Learning Trajectory on mathematics teachers, it can be concluded that the knowledge and skills of teachers in teaching mathematics were well developed; the materials presented are in-depth; it can identify students’ learning; it can anticipate the strategy, representation, and misconceptions of students, so that it can provide an inclusive appropriate the learning needs of their students.

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