Understanding Analysis and its Connections to Secondary Mathematics Teaching

2022 ◽  
Author(s):  
Nicholas H. Wasserman ◽  
Timothy Fukawa-Connelly ◽  
Keith Weber ◽  
Juan Pablo Mejía Ramos ◽  
Stephen Abbott
Keyword(s):  
Mathematics Teaching ◽  
Secondary Mathematics ◽  
Secondary Mathematics Teaching

Effect of Observation Mode on Measures of Secondary Mathematics Teaching

2013 ◽  
Vol 73 (5) ◽  
pp. 757-783 ◽  
Author(s):  
Jodi M. Casabianca ◽  
Daniel F. McCaffrey ◽  
Drew H. Gitomer ◽  
Courtney A. Bell ◽  
Bridget K. Hamre ◽  
...  
Keyword(s):  
Mathematics Teaching ◽  
Secondary Mathematics ◽  
Secondary Mathematics Teaching

scholarly journals Coherence and connections in teachers’ mathematical discourses in instruction

Pythagoras ◽  
2012 ◽  
Vol 33 (3) ◽  
Author(s):  
Hamsa Venkat ◽  
Jill Adler
Keyword(s):  
Mathematics Teaching ◽  
Secondary Mathematics ◽  
Mathematical Activity ◽  
Fundamental Feature ◽  
Degree Of Coherence ◽  
Transformation Activity ◽  
Secondary Mathematics Teaching

In this article, we share our combination of analytical concepts drawn from the literature with a set of grounded framing questions for thinking about differences in the nature of coherence and connections in teachers’ mathematical discourses in instruction (MDI). The literature-based concepts that we use are drawn from writing focused on transformation activity as a fundamental feature of mathematical activity. Within this writing, the need for connections between stated problems and the representations introduced and subsequently produced through transformation steps are highlighted. Drawing from four empirical episodes located across primary and secondary mathematics teaching, we outline a set of framing questions that explore coherence and connections between these concepts, and the ways in which accompanying explanations work to establish these connections. This combination allows us to describe differences between the episodes in terms of the nature and degree of coherence and connection.

scholarly journals MULTIDIMENSIONAL ANALYSIS OF ICT INTEGRATION IN SECONDARY MATHEMATICS TEACHING

2020 ◽  
Vol 5 (10) ◽  
pp. 137-153
Author(s):  
Youssef Bouchama ◽  
Moncef Zaki
Keyword(s):  
Mathematics Teaching ◽  
Success Factors ◽  
Secondary Mathematics ◽  
Multidimensional Analysis ◽  
Teaching Mathematics ◽  
Multidimensional Approach ◽  
Ict Integration ◽  
Integration Of Ict ◽  
Institutional Aspects ◽  
Secondary Mathematics Teaching

This research aims at studying the integration of ICT in mathematics teaching at the junior and high school levels. An experiment was conducted with a sample of 120 Moroccan teachers from Marrakech-Safi, Casablanca-Settat, Rabat-Salé-Kenitra and Fes-Meknes regions. The teachers responded to a questionnaire of 31 modalities, which deal with the knowledge of the institutional aspects of ICT integration in teaching, educational planning, as well as some didactic aspects in the context of ICT integration. The analysis of the answers was conducted following a multidimensional approach. Thus, thanks to a Factorial Analysis of Multiple Correspondence (FAMC), we were able to identify the most discriminating factors in the integration of ICT and their order of importance. The results of this analysis highlight two factorial axes cumulating an absolute inertia of 76%, respectively representing « Successes and failures of ICT integration in teaching mathematics » and « The success factors in ICT integration».

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