Disciplinary Knowledge of Mathematics and Science Teachers on the Designing and Understanding of Robot Programming Algorithms

2021 ◽  
pp. 166-176
Author(s):  
Jaime Andrés Carmona-Mesa ◽  
Daniel Andrés Quiroz-Vallejo ◽  
Jhony Alexander Villa-Ochoa
Keyword(s):  
Science Teachers ◽  
Robot Programming ◽  
Disciplinary Knowledge ◽  
Programming Algorithms ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

scholarly journals Designing PISA Like Problems for West Sumatra Mathematics and Science Junior High School Teachers

2020 ◽  
Vol 3 (1) ◽  
pp. 75
Author(s):  
Ahmad Fauzan ◽  
Fridgo Tasman
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
High School Mathematics ◽  
Junior High School Teachers ◽  
West Sumatra ◽  
Mathematics And Science Teachers ◽  
Test Result ◽  
Mathematics And Science

PISA (Program for International Students Assessment) test result on 2018 put Indonesia in the 72th position of 78 countries. The report showed the importance to improve the level of students thinking ability. There are many possible ways to develop students’ thinking. One way to do that is by giving the students drill to solve PISA problems. However, this solution is difficult to implement because designing PISA problems is difficult for the teachers. Therefore, 24 junior high school mathematics and science teachers ware selected in order to give them training and workshop to improve their ability to design PISA like problems using action research methods. Three stages ware implemented in the training and workshop. First, introduction to PISA, Second, designing PISA Problems, and third, trying out and evaluating the test result. Product of the workshop are 48 PISA like problems of mathematics and 42 PISA like problems of science.

scholarly journals Common features of professional development activities for mathematics and science teachers

2011 ◽  
Vol 37 (4) ◽  
pp. 571-589 ◽  
Author(s):  
Patricia S. Moyer‐Packenham ◽  
Johnna J. Bolyard ◽  
Hana Oh ◽  
Nancy Irby Cerar
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Common Features ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

scholarly journals Collaborative classroom action research for mathematics and science teachers in Indonesia

2020 ◽  
Vol 1613 ◽  
pp. 012024
Author(s):  
F Nurhasanah ◽  
U Sukandi ◽  
A B Kuncoro ◽  
A Rusilowati ◽  
W S Hastuti ◽  
...  
Keyword(s):  
Action Research ◽  
Science Teachers ◽  
Classroom Action Research ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities

2017 ◽  
Vol 68 (4) ◽  
pp. 411-425 ◽  
Author(s):  
Lynsey K. Gibbons ◽  
Paul Cobb
Keyword(s):  
Teacher Learning ◽  
Science Teachers ◽  
Professional Learning ◽  
Instructional Coaching ◽  
Learning Opportunities ◽  
Improve Instruction ◽  
Support Teacher ◽  
Coaching Activities ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Instructional improvement initiatives in many districts include instructional coaching as a primary form of job-embedded support for teachers. However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction. When researchers do propose activities, they rarely justify why those activities might support teacher learning. Drawing on the preservice and inservice teacher education literatures, we present a conceptual analysis of learning activities that have the potential to support mathematics and science teachers to improve practice. We argue that our analysis can inform research on mathematics and science coaching, coaching policies, and the design of professional learning for coaches.

Constructivism—a Theoretical Revolution for Algebra

1988 ◽  
Vol 81 (8) ◽  
pp. 624-631
Author(s):  
Donald M. Blais
Keyword(s):  
Cognitive Science ◽  
Science Teachers ◽  
Simple Theories ◽  
Basic Assumptions ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Some hauntingly simple theories of knowledge are emerging from the field of cognitive science. The theories are simple and seemingly dull, yet their implications are shocking. These theories challenge some of the most basic assumptions currently held by most mathematics and science teachers regarding how mathematics and science should be taught.

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