scholarly journals Teaching Strategies Based on Multiple Intelligences Theory among Science and Mathematics Secondary School Teachers

2010 ◽  
Vol 8 ◽  
pp. 512-518 ◽  
Author(s):  
Tajularipin Sulaiman ◽  
Abdul Raub Abdurahman ◽  
Suzieleez Syrene Abdul Rahim
Keyword(s):  
Secondary School ◽  
Multiple Intelligences ◽  
Teaching Strategies ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Multiple Intelligences Theory ◽  
And Mathematics

scholarly journals Teaching Strategies for Mathematical Problem-Solving through the Lens of Secondary School Teachers

TEM Journal ◽  
2021 ◽  
pp. 743-750
Author(s):  
Afiqah Hamizah Noor Ishak ◽  
Sharifah Osman ◽  
Chiang Kok Wei ◽  
Dian Kurniati
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Thematic Analysis ◽  
Teaching Strategies ◽  
Secondary School Teachers ◽  
Mathematical Problem ◽  
Structured Interview ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Teaching Problem

Many studies have been conducted on problem-solving but only a small number of studies emphasized the strategies of teaching problem-solving. This paper explores the teaching strategies for mathematical problem-solving in a secondary school in Johor, Malaysia. It involves a qualitative study in which a semi-structured interview was conducted with mathematics teachers. Data were analyzed using a sixstep thematic analysis. The results can be viewed from three contexts of findings, namely the teaching strategies, the problems faced by teachers, and the solutions to overcome the problems. The findings revealed that there are teachers who have implemented personal teaching strategies, namely the Easy-Maths Model and the Cut-Stop-Solve Model to effectively teach mathematical problem-solving. The findings also explained some problems in teaching mathematical problem-solving, whereby students’ weaknesses in basic mathematics emerged as the main drawback. This study provides useful information to teachers on the different strategies for teaching mathematical problem-solving.

scholarly journals Założenia i cele Projektu „Krok w przedsiębiorczość” dla nauczycieli szkół ponadgimnazjalnych

2011 ◽  
Vol 7 ◽  
pp. 308-320
Author(s):  
Sławomir Dorocki ◽  
Wioletta Kilar ◽  
Tomasz Rachwał
Keyword(s):  
Secondary School ◽  
Training Program ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Entrepreneurial Attitudes ◽  
Mathematics Competence ◽  
Innovative Program ◽  
Upper Secondary ◽  
And Mathematics ◽  
Upper Secondary Schools

This article presents the rationale and purpose of the Project “Step in entrepreneurship” to the secondary school teachers. The main objective of the project is to design and pilot testing of implementation (in Małopolska and Podkarpackie voivodeships) an innovative program of development of entrepreneurial attitudes, IT and mathematics competence in upper secondary schools. The developed training program is based on the concept of creating a virtual company by the students. It is located on the Open Educational Platform created specifically for the Project and the students compete on the virtual market.

scholarly journals Connecting Biology and Mathematics: First Prepare the Teachers

2010 ◽  
Vol 9 (3) ◽  
pp. 196-200 ◽  
Author(s):  
Andrej Šorgo
Keyword(s):  
Secondary School ◽  
Content Knowledge ◽  
Secondary School Teachers ◽  
Educational Process ◽  
School Teachers ◽  
Starting Point ◽  
Pedagogical Models ◽  
And Mathematics ◽  
Science Disciplines

Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers.

scholarly journals Anti-fat bias in secondary school teachers: Are physical education teachers more biased than mathematics teachers?

2020 ◽  
Vol 27 (1) ◽  
pp. 168-184 ◽  
Author(s):  
José Carmona-Márquez ◽  
Ángela Sierra-Robles ◽  
Manuel Sánchez-García ◽  
Pilar García-Rodríguez ◽  
Alicia Muñoz-Silva ◽  
...  
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Secondary School Teachers ◽  
Physical Education Teachers ◽  
School Teachers ◽  
School Students ◽  
Implicit Stereotypes ◽  
Adolescent Sample ◽  
And Mathematics

It has been suggested that physical education (PE) teachers hold strong anti-fat attitudes and that these can have an impact on the health of their students. In this study, we compare the attitudes and stereotypes towards obesity of PE teachers with those of their colleagues who teach mathematics. In addition, we evaluated the association between the teachers’ anti-fat biases and the level of physical activity (PA) of their students. The sample consisted of 81 PE teachers and 75 mathematics teachers. The adolescent sample consisted of 1792 secondary school students. The assessment of attitudes and stereotypes was conducted with the Implicit Association Test and the Anti-Fat Attitudes questionnaire. The PA level of the adolescents was determined by a self-administered instrument. PE and mathematics teachers showed similar biases, except for the automatic obesity–laziness association, which was stronger for PE teachers than for mathematics teachers. These distinctive implicit stereotypes of PE teachers were also significant predictors of the lack of PA in adolescents. We recommend the use of interventions aimed at reducing non-traditional forms of prejudice in teachers.

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