Using Discourse-Based Mathematics Instruction in Secondary School Classrooms in Ethiopia

2021 ◽  
pp. 45-58
Author(s):  
Mekonnen Yimam Legesse ◽  
Kakoma Luneta ◽  
Tadele Ejigu Wondimuneh
Keyword(s):  
Secondary School ◽  
Mathematics Instruction

Self-Paced Mathematics Instruction: How Effective Has It Been in Secondary And Postsecondary Schools?

1976 ◽  
Vol 69 (5) ◽  
pp. 352-357
Author(s):  
Harold L. Schoen
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Elementary School Students ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Individualized Instruction ◽  
Teaching Approaches ◽  
School Students ◽  
Post Secondary ◽  
Negative Findings

The May 1972 issue of the Mathematics Teacher contained eight articles dealing with individualizing mathematics instruction. Most of the articles discussed a modular, self-paced approach to individualization. Since that time a substantial amount of research testing the effectiveness of such programs has been reported. This paper is a review of studies comparing self-paced, individualized programs with other teaching approaches at the secondary and post-secondary levels. A recent review of similar studies conducted with elementary school students showed that the results were overwhelmingly against individualized instruction as measured by mathematics achievement, with some ambiguity on attitude and other affective measures (Schoen 1975). Do these negative findings continue into secondary school and beyond? Mathematics teachers at these levels will find the results summarized here very informative, especially if they are considering adopting an individualized program.

The Effect of Three Instructional Elements on Achievement in Computer-Based Mathematics Instruction of Senior Secondary School Students in Nigeria

2018 ◽  
Vol 4 (1) ◽  
pp. 164-172
Author(s):  
Tayo Omoniyi ◽  
Gisanrin Gbenga
Keyword(s):  
Secondary School ◽  
Mathematics Instruction ◽  
Secondary School Students ◽  
Compact Disc ◽  
School Students ◽  
Senior Secondary School ◽  
Full Version ◽  
Computer Based ◽  
Based Instruction ◽  
Senior Secondary

This study investigated the effect of three instructional elements on achievement in computer-based mathematics instruction. The subjects were senior secondary school students who used four versions of computer-based instruction developed on compact disc to learn about the volume of solid shapes. The four versions of the programme were (1) a full version that had the three instructional elements (2) a version without objectives (3) a version without practice (4) a version without examples. The results indicated that the full package, which included objectives, practice and examples, had a significant effect on students’ achievement in the computer-based mathematics instruction. Furthermore, of the three elements, practice, had the most effect on the learners’ achievement. Implications of the findings on development of computer-based instructions are also discussed.

Capitalizing on Errors as “Springboards for Inquiry”: A Teaching Experiment

1994 ◽  
Vol 25 (2) ◽  
pp. 166-208
Author(s):  
Raffaella Borasi
Keyword(s):  
Secondary School ◽  
Mathematics Instruction ◽  
Secondary School Students ◽  
Teaching Experiment ◽  
Learning Opportunities ◽  
School Students ◽  
Mathematical Inquiry ◽  
Student Errors

Although teachers and researchers have long recognized the value of analyzing student errors for diagnosis and remediation, students have not been encouraged to take advantage of errors as learning opportunities in mathematics instruction. The study reported here was designed to explore how secondary school students could be enabled to capitalize on the potential of errors to stimulate and support mathematical inquiry. The article provides a case study of the proposed strategy of “using errors as springboards for inquiry” in action, identifies some important variations within the strategy, and discusses its potential contributions to mathematics instruction.

scholarly journals Effect of Mathematics Practical Work Instructional Approach on Mathematics Performance and Retention of Secondary School Students

2021 ◽  
Vol 11 (2(V)) ◽  
pp. 1-11
Author(s):  
Unodiaku Stanislus Sochima
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Mathematics Instruction ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Mathematics Performance ◽  
Practical Work ◽  
Instructional Approach ◽  
School Students ◽  
Research Questions

This study determined if the practical work instructional approach (PWIA) affects senior secondary school students’ academic performance and retention of mathematics. The population of the study was 2709 SSS III students in the public secondary schools in the Nsukka zone of Enugu State, Nigeria. The study was guided by three research questions and three hypotheses. The hypotheses were tested at p£ .05 level of significance. A multi-stage sampling technique was adopted, through which 133 subjects were randomly sampled and used for the study. Mathematics Achievement Test (MAT) instrument containing essay items and developed by the researcher was used for gathering data. The MAT was subjected to experts in Mathematics Education and Measurement and Evaluation areas for face validation and its reliability estimate was determined using the Spearman-Brown proficiency formula which yielded 0.85. The MAT was used for data collection. Data collected with the MAT were analyzed using mean and standard deviations (S.D) to answer the research questions while ANCOVA statistic was used to analyze the hypotheses (p£ .05). Results of the study revealed that the practical work instructional approach is effective in teaching and learning Mathematics. Gender was found not to be a significant factor of variance in mathematics performance when PWIA is used in mathematics instruction, among other issues found in the work. It was recommended to teachers to infuse PWIA in mathematics instruction for enhanced science/technology and entrepreneurship development and sustainability in Nigeria, among other issues.

The use of models in the teaching of mathematics

1961 ◽  
Vol 8 (1) ◽  
pp. 22-24
Author(s):  
Roger Osborn
Keyword(s):  
Secondary School ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Instructional Materials ◽  
Effective Teacher ◽  
Secondary School Mathematics ◽  
Teaching Of Mathematics ◽  
Use Of Models

Instructional materials make up an important part of the equipment of the effective teacher of elementary- or secondary- school mathematics. The distinction between number and numeral is being made with increasing consistency and emphasis in programs of mathematics instruction being currently evolved. The development of this concept may, for many teachers, point up a need for new evaluation of the role of instructional materials in the classroom. The importance of the fact that the name of a thing and the thing itself are not the same has become more and more evident in mathematics programs as teachers con ider numerals as symbols we use to denote numbers.

Could we teach limits?

1961 ◽  
Vol 54 (5) ◽  
pp. 344-345
Author(s):  
Lehi T. Smith
Keyword(s):  
Secondary School ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
Limit Concept

What is the place of the limit concept in secondary-school mathematics instruction?

Sign in / Sign up

Export Citation Format

Share Document