Evaluation of Teaching Practice Performance of Students of Secondary Mathematics Education by Fuzzy Logic

2018 ◽  
pp. 153-162
Author(s):  
Ayşe Öcal ◽  
Necla Turanlı
Keyword(s):  
Fuzzy Logic ◽  
Mathematics Education ◽  
Teaching Practice ◽  
Secondary Mathematics ◽  
Secondary Mathematics Education ◽  
Practice Performance ◽  
Evaluation Of Teaching

REFORMS IN SECONDARY MATHEMATICS EDUCATION IN RUSSIA IN THE EIGHTEENTH THROUGH EARLY TWENTIETH CENTURIES: A HISTORICAL ANALYSIS

2018 ◽  
pp. 43-55
Author(s):  
Valeriy A. Tsvetkov ◽  
◽  
Mikhail N. Dudin ◽  
Nikolay V. Lyasnikov ◽  
Kobilzhon Kh. Zoidov ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Historical Analysis ◽  
Secondary Mathematics ◽  
Secondary Mathematics Education

scholarly journals Uses of Technology in Upper Secondary Mathematics Education

2017 ◽  
Author(s):  
Stephen Hegedus ◽  
Colette Laborde ◽  
Corey Brady ◽  
Sara Dalton ◽  
Hans-Stefan Siller ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Secondary Mathematics ◽  
Secondary Mathematics Education ◽  
Upper Secondary

scholarly journals Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands

2020 ◽  
Author(s):  
Luhuan Huang ◽  
Michiel Doorman ◽  
Wouter van Joolingen
Keyword(s):  
Mathematics Education ◽  
The Netherlands ◽  
Group Work ◽  
Secondary Mathematics ◽  
Beijing Area ◽  
Inquiry Based Learning ◽  
Secondary Mathematics Education ◽  
Learning Practices ◽  
Dutch Sample ◽  
Teaching Cultures

Abstract Inquiry-based learning (IBL) emphasizes learning through experiencing and constructing. Where IBL is often applied in science education, the conceptualization of IBL practices in mathematics education is less obvious. We compared students’ reports on IBL practices in two different teaching cultures as an attempt to better understand IBL practices in connection with overarching teaching cultures. In this study, we investigated IBL practices in lower-secondary mathematics lessons in the Beijing area and the Netherlands through a survey about the experiences and preferences of 858 Chinese students and 441 Dutch students. Results show that students from the Beijing sample reported experiencing IBL activities in most mathematics lessons, while students from the Dutch sample reported them in some lessons, and both preferred the same amount of IBL activities as they experienced. The Dutch sample reported little experience with posing questions to tackle. The study also suggests a correlation between IBL experience and IBL preference of each class: students with more IBL experience are likely to show a higher preference for IBL activities. Results of this study do not confirm expectations based on stereotypes about the two teaching cultures. The students’ perspective in both samples suggests that providing complex problems and organizing group work have potential for further encouraging IBL in mathematics.

scholarly journals The Analysis of Pre-service Math Teachers’ Level of Understanding the Derivative Concept within the Context of APOS Theory

2018 ◽  
Vol 48 ◽  
pp. 01064
Author(s):  
Selin Urhan ◽  
Şenol Dost
Keyword(s):  
Mathematics Education ◽  
Geometric Dimension ◽  
Secondary Mathematics ◽  
Apos Theory ◽  
Secondary Mathematics Education ◽  
Math Teachers ◽  
University Mathematics ◽  
Education Community ◽  
Action Process ◽  
Level Of Understanding

APOS (Action-Process-Object-Schema) learning theory is the result of the studies of a mathematics education research group named Research in Undergraduate Mathematics Education Community (RUMEC), whose aim is to examine students’ level of comprehending university mathematics subjects. This study aimed to investigate how secondary mathematics education pre-service teachers in a public university structured the geometric dimension of the concept of derivative in their minds in the context of the components of the APOS theory. As data collection tools, questions developed by Çekmez [1] based on the genetic decomposition of Asiala, Dubinsky, Cottrill and Schwingendorf [2] for the geometric dimension of derivatives were used. The study revealed that secondary mathematics education pre-service teachers did not have the mental structures related to this topic and could not learn it at the desired level.

scholarly journals Uses of Technology in Upper Secondary Mathematics Education

2016 ◽  
pp. 1-36 ◽  
Author(s):  
Stephen Hegedus ◽  
Colette Laborde ◽  
Corey Brady ◽  
Sara Dalton ◽  
Hans-Stefan Siller ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Secondary Mathematics ◽  
Secondary Mathematics Education ◽  
Upper Secondary
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