Conceptions of Turkish mathematics teachers about the effectiveness of classroom teaching

2019 ◽  
Vol 50 (8) ◽  
pp. 1152-1165 ◽  
Author(s):  
Selda Yıldırım ◽  
Hüseyin Hüsnü Yıldırım
Keyword(s):  
Mathematics Teachers ◽  
Classroom Teaching

Spinning the Cube with Technologies

2019 ◽  
Vol 112 (7) ◽  
pp. 551-554
Author(s):  
Lingguo Bu
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Teaching Experiment ◽  
Mathematical Tasks ◽  
Classroom Teaching ◽  
Sense Making ◽  
Pedagogical Issues ◽  
The Rich ◽  
Physical Manipulation

The rise of dynamic modeling and 3-D design technologies provides appealing opportunities for mathematics teachers to reconsider a host of pedagogical issues in mathematics education, ranging from motivation to application and from visualization to physical manipulation. This article reports on a classroom teaching experiment about cube spinning, integrating traditional tools, GeoGebra (www.geogebra.org), and 3-D design and printing technologies. It highlights the rich interplay between worthwhile mathematical tasks and the strategic use of diverse technologies in sustaining sense making and problem solving with a group of prospective teachers.

scholarly journals TEACHING HIGHER ORDER THINKING SKILLS IN MATHEMATICS CLASSROOMS: GENDER DIFFERENCES

2021 ◽  
Vol 12 (1) ◽  
pp. 159-180
Author(s):  
Cholis Sa'dijah ◽  
Wasilatul Murtafiah ◽  
Lathiful Anwar ◽  
Rini Nurhakiki ◽  
Ety Tejo Dwi Cahyowati
Keyword(s):  
Decision Making ◽  
Mathematics Teachers ◽  
Teaching Quality ◽  
Thinking Skills ◽  
Classroom Teaching ◽  
Observation Data ◽  
Structured Interviews ◽  
Male And Female ◽  
Female Teachers ◽  
Interview Session

This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers’ responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers’ decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.

scholarly journals Exploring the influence of pre-service mathematics teachers’ professed beliefs on their practices in the Sri Lankan context

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Gayanthi Malika Wadanambi ◽  
Frederick K. S. Leung
Keyword(s):  
Teacher Beliefs ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Classroom Teaching ◽  
Sri Lankan ◽  
Educational Context ◽  
Secondary Mathematics Teachers

Research on impact of teacher beliefs on their practices has been recognized as one of the important aspects in the discipline of mathematics education. This study reports the results of a case study that gives an insight about the influence of professed beliefs of pre-service secondary mathematics teachers on their instructional practices in the Sri Lankan context. The pre-service teachers’ professed beliefs were examined by using a questionnaire of six-point Likert scale items. Data on instructional practices were collected through classroom teaching observations and follow-up post-lesson interviews. Qualitative analysis of the audio-taped classroom teaching observation transcripts was performed, using a list of sensitizing concepts that reflected flexible and rigid beliefs aspects. The results reveal that professed beliefs encouraged them to adopt flexible practices, but to differing extents due to the influence of social expectations and contextual demands embedded within this educational context

scholarly journals INVESTIGATION OF USE CASES OF MATHEMATICS TEXTBOOKS IN THE TEACHING PROCESS FROM A DEVELOPMENTAL PERSPECTIVE

2021 ◽  
Vol 79 (6) ◽  
pp. 880-893
Author(s):  
Nurullah Yazici
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Undergraduate Education ◽  
School Mathematics ◽  
Professional Life ◽  
Developmental Perspective ◽  
Classroom Teaching ◽  
Mathematics Textbook ◽  
Teaching Process ◽  
Primary School Mathematics

It is important to determine the behaviors of primary school pre-service teachers, who have successfully completed the "Mathematics Textbook Review" course during their undergraduate education, regarding the use of textbooks in their professional life. Therefore, it is important to determine the approaches of pre-service teachers who have positive ideas about using the mathematics textbook in their undergraduate education and the reasons for these approaches in the process after starting the profession. This research was designed with a developmental perspective from qualitative research approaches and was conducted with two different study groups in Turkey. The first study group consists of 162 primary school mathematics pre-service teachers. The second group consists of 43 primary school mathematics teachers who worked for at least two years in their professional life. As a result of the research, more than half of the pre-service teachers (n=132) stated that they would use textbooks as a basic resource in the in-class teaching process. Pre-service teachers' reasons for using the course book in the classroom teaching process were grouped under four categories: "it is a guide for teaching, homework, affordability, and opportunity for repetition". When the data obtained from the mathematics teachers were examined, it was determined that most of the teachers did not use the textbook as the main source in the classroom teaching process. When the obtained data are examined holistically, it is concluded that even though the rate of pre-service teachers thinking of using the textbook is high, this rate will decrease in professional life. Keywords: Pre-service teachers, mathematics teacher, mathematics textbook, developmental perspective

Projects

1988 ◽  
Vol 81 (8) ◽  
pp. 695-700
Keyword(s):  
School Districts ◽  
Secondary School ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Classroom Teaching ◽  
State University ◽  
Pennsylvania State University ◽  
Teacher Nominations ◽  
National Science ◽  
Outstanding Teacher

During the summer of 1987, the first part of a National Science Foundation honors workshop for secondary school mathematics teachers was conducted at the Pennsylvania State University at Harrisburg. The objective of the workshop was to introduce select· ed teachers to the concepts and techniques of mathematical modeling and to encourage and aid them in actually preparing modeling exercises for incorporation into their classroom teaching. Through a system of planned networking, their experiences are shared with colleagues in the region. The thirty-five participants from the southcentral Pennsylvania region were selected on the basis of outstanding teacher nominations by their school districts.

Ways Mathematics Teachers Help Students Organize Knowledge

1972 ◽  
Vol 3 (1) ◽  
pp. 21-32
Author(s):  
Thomas J. Cooney ◽  
Kenneth B. Henderson
Keyword(s):  
Mathematics Teachers ◽  
Classroom Teaching ◽  
Twelfth Grade ◽  
Teaching Of Mathematics

To find out how mathematics teachers help students organize their knowledge, audiotapes were made of 44 instances of classroom teaching of mathematics, ranging from the seventh to the twelfth grade. The classes were taught by 10 teachers. The transcripts made from these audiotapes were analyzed and 9 relations employed by the teachers in helping students organize their knowledge were identified. Each of these relations is explicated.

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