The Correlation of Mathematical and Science Teaching

1909 ◽  
Vol 5 (82) ◽  
pp. 145-160
Keyword(s):  
Science Teaching ◽  
Primary Education ◽  
The Past ◽  
Teaching Of Mathematics ◽  
Mathematics And Science

Several societies have during the past few years considered the teaching of mathematics and of science ; since, however, they have confined their attention to the subjects separately, and in many instances to particular types of school, the Joint Committee decided not to rely upon data previously collected, but to send a circular to all the schools mentioned in the School-marters Year Book, asking for details of the conditions under which the subjects are at present taught. This has been done and replies received from about 300 schools representing all types of non-primary education: a summary of the replies will be found in Appendix B, and the Committee wish to express their thanks to those gentlemen who, by so fully answering the questions asked, have made it possible to present a report dealing with a larger number of schools than has been hitherto possible.The Committee wish to make several recommendations ; they however recognise with pleasure that the returns prove not only that a considerable advance has been made during the past ten years in the teaching of mathematics and science, but that in many cases a definite attempt has been made to correlate this teaching.

Improving the Planning and Teaching of Mathematics by Reflecting on Research

2008 ◽  
Vol 13 (7) ◽  
pp. 412-417
Author(s):  
Lauren R. Hoffman ◽  
Daniel J. Brahier
Keyword(s):  
United States ◽  
Mathematics Achievement ◽  
The United States ◽  
Video Study ◽  
The Past ◽  
Timss 2003 ◽  
Research Questions ◽  
Teaching Of Mathematics ◽  
Mathematics Research ◽  
Mathematics And Science

Much has been written in the past decade about the Third International Mathematics and Science Study (TIMSS), including the 1999 Video Study and the TIMSS 2003 test. The primary goals of the study were to evaluate mathematics achievement levels in several countries and to attempt to understand and explain the reasons for the differences (Stevenson 1998). The TIMSS case studies were compiled in Germany, Japan, and the United States and included videos of class sessions that were analyzed by an international team of researchers (TIMSS Video Mathematics Research Group 2003). The summaries of the research have been a basis for suggestions and changes in American classrooms. Specifically, the study clearly showed differences in the ways that teachers in Japan and in the United States conduct their classes that, in turn, may affect the academic achievement of their students. Several of the key findings will be discussed in this article. Then, based on the research, questions will be presented and recommendations for teachers will be suggested concerning how U.S. mathematics teachers might rethink their methods of planning and teaching.

Constructing Thematic Learning Lesson Plan to Guide Primary Education Student on Achieving Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Primary Education ◽  
Scientific Literacy ◽  
Scientific Practice ◽  
Lesson Plan ◽  
Education Student ◽  
Educational Method ◽  
The Past ◽  
Assessment Tests ◽  
D Model ◽  
Thematic Learning

It is requisite that each activity is necessary to have a clear purpose as it was designed to be a well applicable plan. Scientific literacy indicates that science has value outside scientific practice is hardly modern idea and reality, although we lose sight of this history. Unfortunately, PISA study at 1999-2015 and several preexist works has shows that common science teachings don’t optimally guide students to achieve scientific literacy. As matter of fact, the answer to how to guide student achieving scientific literacy has not been obtained yet. By proposing this work, I am consider that thematic learning as an alternative method to guide students on achieving scientific literacy. Thematic learning is an educational method of teaching in which emphasis is given on choosing a specific theme for teaching concepts. It is based on integrating various information and use it to demonstrate the topic. Pedagogy of thematic learning is based on its exploration of broad areas in one theme. I don’t deny that the concept of integrating subjects to teach in Indonesian schools, generally is not new and has not been very successful in the past. In addition, some people consider thematic learning as an opportunity while others view it as having problems. The answer, however, to how thematic learning education implementation has not been studied yet comprehensively. Therefore, thematic learning lesson plans is very important to be designed then implemented. This work constructs lesson plan to guide primary education student on achieving scientific literacy, using R&D approach four-D model: define, design, develop, and disseminate. It gained lesson plan completed by student worksheets also assessment tests as well, that validated by experts and practitioners nor reliability counted based exclusively on test.

Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape

10.31355/12 ◽  
2017 ◽  
Vol 1 ◽  
pp. 063-071
Author(s):  
Agyei Fosu
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Traditional Approach ◽  
High School Education ◽  
Eastern Cape ◽  
High School Mathematics ◽  
Policy Makers ◽  
The Past ◽  
Integration Of Technology ◽  
Teaching Of Mathematics

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background................................................................................................................................................................................................. Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology................................................................................................................................................................................................. Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution................................................................................................................................................................................................. To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings...................................................................................................................................................................................................... The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners.......................................................................................................................................................... The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers........................................................................................................................................................... There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society....................................................................................................................................................................................... The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research........................................................................................................................................................................................... More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.

SCIENCE TEACHING IN PRIMARY EDUCATION: A PRELIMINARY ANALYSIS OF ALTERNATIVE CONCEPTIONS OF CHILDREN ABOUT REPRODUCTION IN PLANTS

2017 ◽  
Author(s):  
Ruben Limiñana Morcillo ◽  
Carolina Nicolas Castellano ◽  
Asuncion Menargues Marcilla ◽  
Isabel Lujan Feliu-Pascual ◽  
Sergio Rosa Cintas ◽  
...  
Keyword(s):  
Science Teaching ◽  
Primary Education ◽  
Preliminary Analysis ◽  
Alternative Conceptions

scholarly journals What Did Kuwait Learn from Its Participation in TIMSS Study? An Exploratory Case Study from Senior Supervisors’ Perspectives

2015 ◽  
Vol 11 (27) ◽  
pp. 298 ◽  
Author(s):  
Fatimah Alhashem ◽  
Ali Alkandari
Keyword(s):  
Math Education ◽  
Ministry Of Education ◽  
Curriculum Assessment ◽  
The Past ◽  
Quality Of Teaching ◽  
Low Performance ◽  
Science Supervisors ◽  
Mathematics And Science

The low performance of The Trends of Mathematics and Science Study (TIMSS) results were investigated in depth through interviews with math and science supervisors from the Ministry of Education in Kuwait. A qualitative approach was employed to consider the factors that may affect TIMSS results in the past and understand the reasons of TIMSS results. The outcome of this study was limited to the perspectives of science and math supervisors who participated or worked in the TIMSS study. Their participation in TIMSS was positive even if the results of the study were not because it helped initiate reform in curriculum, assessment, and quality of teaching. However, the participants expressed concerns and variables that need to be aware of in order to perform better not only in TIMSS but also in science and math education in general.

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