High School Teachers’ Use of a Dynamic Geometry System to Formulate Conjectures and to Transit from Empirical to Geometric and Algebraic Arguments in Problem-Solving Approaches

2018 ◽  
pp. 81-100 ◽  
Author(s):  
Manuel Santos-Trigo ◽  
Matías Camacho-Machín ◽  
Carmen Olvera-Martínez
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Dynamic Geometry ◽  
School Teachers

scholarly journals Reducing techno-anxiety in high school teachers by improving their ICT problem-solving skills

2016 ◽  
Vol 36 (3) ◽  
pp. 255-268 ◽  
Author(s):  
Olga Revilla Muñoz ◽  
Francisco Alpiste Penalba ◽  
Joaquín Fernández Sánchez ◽  
Olga C. Santos
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
School Teachers ◽  
Problem Solving Skills

Problem Solving Within the Mathematics Classroom: Challenges and Recommendations

2021 ◽  
Vol 19 (2) ◽  
pp. 101-111
Author(s):  
Avalloy McCarthy-Curvin ◽  
Camella Buddo ◽  
Lois George
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
School Teachers ◽  
Is Implementation ◽  
Professional Development For Teachers ◽  
Mathematics Teaching And Learning ◽  
Teaching Learning

This research (the second part of a 2-part study) sought to investigate selected high school teachers’ knowledge and use of a problem solving approach to mathematics teaching and learning. It also examined the challenges that they experienced in implementing this pedagogical approach. A survey research design was used for this research whereby data were collected using a questionnaire with closed- and open-ended items. Thirty-one high school teachers from Jamaica participated in the study. The findings indicated that the teachers generally used a problem solving approach during instruction very regularly and felt extremely competent when using the approach. Some of the most frequently reported challenges included students’ lack of interest and tenacity in solving problems; teachers’ heavy workload; and the time consuming nature of the approach. One key recommendation to address the challenges raised is implementation of professional development for teachers to guide them in effectively incorporating problem solving as a teaching/learning approach in the mathematics classroom.

Greek teachers’ metacognitive awareness on reading strategies

2018 ◽  
Vol 5 (1) ◽  
pp. 68-74
Author(s):  
Maria Koulianou ◽  
Stavroula Samartzi
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Reading Strategies ◽  
Metacognitive Awareness ◽  
School Teachers ◽  
Regulation Of Cognition ◽  
Metacognitive Reading Strategies ◽  
Metacognitive Awareness Inventory ◽  
Of Greece

The purpose of the present study was to enlighten teachers’ metacognitive awareness of reading strategies. Several inventories concerning students’ metacognitive reading strategies have been developed but none of them refers to teachers’ metacognitive awareness. Teachers’ metacognition is the least explored area in education. The scope was to investigate teachers’ metacognitive awareness of their reading strategies via Metacognitive Awareness Inventory and Metacognitive Awareness Inventory for Teachers tools. During the study, 290 high school teachers from different regions of Greece participated in questionnaire procedure. The analysis of the results showed that teachers more often use problem-solving and global than support-type strategies. The analysis of both inventories revealed a higher significant correlation between regulation of cognition and metacognitive reading strategies. The findings of this study showed that teachers’ metacognitive reading strategies remain implicit. Furthermore, investigation is recommended. Keywords: Metacognitive awareness, metacognitive reading strategies, MARSI, MAIT, teachers.

scholarly journals Pedagogies and Didactic of Junior High School Teachers on Learning Process on Mathematical Problem Solving

2021 ◽  
Vol 13 (2) ◽  
pp. 807-821
Author(s):  
Yulyanti Harisman ◽  
Muchamad Subali Noto ◽  
Wahyu Hidayat ◽  
Mhmd. Habibi ◽  
Anny Sovia
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Junior High School Teachers

This study aims to see how the three junior high school teachers are in the learning process of problem-solving. Each teacher has documented their learning process that has been conducted during three meetings. The topic observation materials were Geometry; the materials chosen were because the topic would enable the process of learning about mathematical problem-solving. Videos of the learning process would be analyzed to see how the depth and breadth of pedagogical and didactic aspects of each teacher. The type of this research is descriptive research by using the study cases method. Based on the finding of the research, it was obtained a theory that suggested three categories of the depth of didactic and pedagogical aspects of teachers in the process of solving mathematical problems. These three categories are named in this paper with good, very good, and excellent categories. These three categories will be explained detail in this paper.

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