scholarly journals Preservice Secondary Mathematics Teacher's Views about Using Multiple Representations in Mathematics Instruction

2012 ◽  
Vol 47 ◽  
pp. 1751-1756 ◽  
Author(s):  
Hilal Gulkilik ◽  
Ahmet Arikan
1971 ◽  
Vol 18 (5) ◽  
pp. 301-305
Author(s):  
James M. Moser

The Commission on Mathematics, in its well-known report written in 1959, called for the “judicious usc of unifying ideas” in mathematical instruction. While it is true that the report was written for the main purpose of improving secondary mathematics instruction, this particular recommendation has just as much importance for elementary education as it does for secondary.


1962 ◽  
Vol 55 (8) ◽  
pp. 637-642
Author(s):  
Francis J. Mueller

Five points for serious and constructive self-examination


Author(s):  
Fitria Arifiyanti

The purpose of this research was to find out the effectiveness of the implementation of problem based learning model with multiple representations to reduce the percentage of students’ difficulty in XIth Science SMAN 1 Pontianak. The research design was one group pretest-posttest design, and the instrument used was an essay test. Test reliskill (0, 5) was classified as medium, and test validity (3,56) was classified as a medium. The effect size of this research (2,18) was classified high, but the reduction percentage of the student’s difficulty (41,33%) was classified as a medium. The percentage increase in the students’ skill in multiple representations (52,38%) was classified as a medium. The research doesn’t find a significant correlation between the posttest result of students’ difficulty and the posttest result of studentS’ skill in multiple representations (C = 0,935, p = 0.348). The research result was expected to the development of the implementation problem based learning model with multiple representations approach.Keywords: Implementation, Multiple representations, Problem Based Learning


2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.


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