scholarly journals Invoking and Supporting Engineering Student Mathematical Thnking in Informal Cooperative Learning Classroom

2017 ◽  
Vol 9 (1-2) ◽  
Author(s):  
Sabariah Baharun ◽  
Yudariah Mohammad Yusof ◽  
Roselainy Abdul Rahman ◽  
Zaleha Ismail
Keyword(s):  
Cooperative Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Mathematical Thinking ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Innovative Strategies ◽  
Engineering Mathematics ◽  
Mathematics Teaching And Learning

Through our experience in teaching mathematics to engineering undergraduates, we found that students had numerous difficulties with the mathematics learned. Although our students have demonstrated the ability to answer standard or routine questions, there were still some inconsistencies between their ability to answer questions and their understanding of the concepts and the mathematical procedures they were using. In previous work, we had highlighted the importance of mathematical thinking and adopted suitable approaches in teaching and learning of engineering mathematics. However, innovative strategies were deemed necessary to assist students in their learning. In this paper, we will share how we transform our teaching practice to facilitate the development of students’ ability in understanding the various mathematical concepts, in reconstructing them as parts of a whole through cooperative learning. The approach allows them to develop efficient strategies in constructing new knowledge and be empowered with more successful ways of thinking about mathematics and solving problems. Here, we will share our experience in translating some of the theories into classroom practice through informal cooperative learning environment. Data were gathered through our own reflections, classroom observation, and interviews with the students. We will bring to light the findings on the students’ ability to solve problems related to the topics learned and discuss the implications for effective mathematics teaching and learning of prospective engineers.  

scholarly journals Class teachers’ attitudes towards the importance of the activity of setting up the problem in teaching mathematics to beginners

2018 ◽  
Vol 50 (2) ◽  
pp. 247-268
Author(s):  
Aleksandra Mihajlovic
Keyword(s):  
Work Experience ◽  
Teaching Practice ◽  
Mathematical Thinking ◽  
Attitude Scale ◽  
University Education ◽  
Future Research ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Positive Effects ◽  
Teachers Attitudes

Besides the actual solving of the problem, the so-called setting up the problem plays a very important role in the field of mathematics and mathematical thinking. When students are engaged in the activity of setting up the problem, they are actually placed in the ?role? of the mathematician as a scientist and offered a possibility to experience a different aspect of mathematics. Still, regardless of the positive effects shown by the results of numerous research studies, this activity is not sufficiently represented in the actual teaching practice of mathematics. Since teachers have the key role in the preparation and implementation of the activity of setting up the problem and their actions can influence the quality of knowledge and understanding of mathematical concepts, as well as students? ideas, the main aim of the research was to determine whether class teachers recognised the importance of organising the activity of setting up the problem in teaching mathematics to beginners. The sample included 161 class teachers. Data were collected using an attitude scale. Combined standard quantitative and qualitative methods were used to process the data. Research results have confirmed that class teachers hold a positive attitude towards the activity of setting up the problem. The established differences with respect to class teachers? work experience and the level of education point to the fact that more attention should be devoted to university education and in-service teacher training when it comes to the activity of setting up the problem. Future research should analyse the extent to which class teachers? teaching practices actually reflect their attitudes.

Mogućnosti primene istraživački zasnovane nastave (IN) u početnom matematičkom obrazovanju

2021 ◽  
Author(s):  
Dragana Glogovac ◽  
◽  
Marina Milošević ◽  
Bojan Lazić ◽  
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Inquiry Based Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Key Competencies ◽  
Insight Into

Modern primary education, especially mathematics, requires constant innovation of teaching practice in order to modernize, rationalize, and efficiently the teaching process. Teaching mathematics should be experienced as a process that promotes learning with understanding, stimulates motivation, active learning, research, critical thinking, analysis, problem solving, drawing conclusions, exchange of experiences. The tendency to improve the quality of mathematics education has resulted in many studies pointing to the benefits of research-based mathematics (IN) teaching, known as inquiry-based learning (IBL), recognized as an essential way of organizing the teaching process to develop key competencies, abilities and skills in 21st century. Тhe aim of this paper is to see, based on a comprehensive theoretical analysis and the results of previous research. The created model of teaching mathematics based on research represents a useful framework for improving the quality of the process of teaching and learning mathematics, and empowers teachers in its application and affirmation, gaining insight into the way of organizing research learning.

scholarly journals Efektivitas Pembelajaran Kooperatif Tipe STAD Pada Materi Pokok Perbandingan Di SMPN II Megaluh Jombang

2018 ◽  
Vol 4 (2) ◽  
pp. 141-152
Author(s):  
Rifa Nurmilah
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Descriptive Analysis ◽  
Learning Outcome ◽  
Cooperative Teaching ◽  
Conventional Teaching ◽  
Quasi Experimental ◽  
Better Than

The aims of this research are: 1) to investigate the effectiveness of cooperative teaching practice using STAD type in the topic of comparison; 2). investigate whether the learning outcome of the students who were involved in cooperative learning process is better than those who were involved in conventional learning process in the topic of comparison. This research was quasi experimental research. The samples of this research were the students of VIIA as the experimental classroom and the students of VIIB as the control classroom. Based on the descriptive analysis, it was concluded that the use of cooperative learning using STAD type in the topic of comparison in SMPN II Megaluh was proven effective with criteria 1) students mastery reach 87.09%, 2) the students active participation is effective, 3) the teachers capability in managing classroom is effective, 4) the students response of the teaching and learning practice are positive. Based on the analysis by using inferential t-test, it was gained ttest= 2.197 and ttest > ttable,. It means the students learning outcome using cooperative teaching and learning process was better than those using conventional teaching and learning process in SMPN II Megaluh Jombang, academic year 2013/2014.

scholarly journals A Teaching Experience through the use of Tasks: Limits and possibilities for learning Mathematics in a university context

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Alessandro Ribeiro ◽  
Juliana Paulin
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Analysis Data ◽  
University Teaching ◽  
Mathematical Tasks ◽  
Integral Calculus ◽  
Mathematical Concepts ◽  
Fundamental Theorem Of Calculus ◽  
The University

Context: Rethinking mathematics teaching practices in a university context is an emerging research theme. Objectives: In this article, we aim to discuss the limits and possibilities of using mathematical tasks in the teaching and learning processes of the concepts of Derivative, Integral and the Fundamental Theorem of Calculus. Design: The study is based on a qualitative-interpretative perspective of research, with methodological procedures inspired by a Design-Based Research. Environment and participants: The research was developed with students attending a Functions of a Variable class in a public university in the state of São Paulo. Data collection and analysis: Data were collected through mathematical tasks on Differential and Integral Calculus solved by students. The protocols produced were analysed, pointing out the main aspects identified, which led us to organize categories of analysis and dimensions (i) knowledges mobilized and developed by students in relation to mathematical concepts; (ii) main errors and difficulties presented by students in the development of tasks; (iii) limits and possibilities of the practice of exploratory teaching in the university context. Results: The results reveal aspects that characterize a process of resignifying the mathematical concepts discussed with the students and a deepening of their knowledge about the concepts of the DIC. Conclusions: As future notes, we suggest rethinking university teaching practice, since the study indicated possibilities and potentialities of the use of exploratory tasks in the teaching of Differential and Integral Calculus.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

A Problem is Something You Don't Want to Have: Problem Solving by Kindergartners

2005 ◽  
Vol 12 (3) ◽  
pp. 146-154
Author(s):  
Lynne Outhred ◽  
Sarah Sardelich
Keyword(s):  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Social Process ◽  
Mathematical Concepts ◽  
Mathematics Teaching And Learning ◽  
Mental Actions

Although Adrian, when asked by his teacher what a problem is, was adamant that problems are to be avoided, educators believe problem solving is central to mathematics teaching and learning (NCTM 2000). Problem solving supports students as they apply their skills and their knowledge of mathematical concepts and processes to a range of different contexts and as they construct knowledge by reflecting on their own physical and mental actions. When children solve problems together, learning is a social process in which they learn not only from the teacher but also by discussing, arguing, and negotiating with their peers.

Standards-Based Teaching: Alive and Well in Portugal

2001 ◽  
Vol 6 (9) ◽  
pp. 538-542
Author(s):  
Iris DeLoach Johnson
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Large Scale ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematics Reform ◽  
Reform Movements ◽  
Mathematics Teaching And Learning ◽  
Principles And Standards

NCTM'S Professional Standards for Teaching Mathematics (1991) emphasizes that teachers are “the key” to changing mathematics teaching and learning. Given that mathematics reform movements have never brought about “large-scale changes in teachers' behavior and teaching practices” (Hitch 1990, p. 2), Willis (1992) lamented that “whether the standards will actually produce sweeping changes in the way mathematics is taught and learned in U.S. classrooms remains to be seen” (p. 1). With Principles and Standards for School Mathematics (NCTM 2000), we continue to ask the vital question, How can we induce teachers to implement the Standards?

Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking

2015 ◽  
Vol 46 (1) ◽  
pp. 88-124 ◽  
Author(s):  
Keith R. Leatham ◽  
Blake E. Peterson ◽  
Shari L. Stockero ◽  
Laura R. Van Zoest
Keyword(s):  
Professional Development ◽  
Classroom Discourse ◽  
Classroom Practice ◽  
Mathematical Thinking ◽  
Student Thinking ◽  
Common Language ◽  
Mathematical Concepts ◽  
Community Values ◽  
Important Group ◽  
Education Community

The mathematics education community values using student thinking to develop mathematical concepts, but the nuances of this practice are not clearly understood. We conceptualize an important group of instances in classroom lessons that occur at the intersection of student thinking, significant mathematics, and pedagogical opportunities—what we call Mathematically Significant Pedagogical Opportunities to Build on Student Thinking. We analyze dialogue to illustrate a process for determining whether a classroom instance offers such an opportunity and to demonstrate the usefulness of the construct in examining classroom discourse. This construct contributes to research and professional development related to teachers' mathematically productive use of student thinking by providing a lens and generating a common language for recognizing and agreeing on a critical core of student mathematical thinking that researchers can attend to as they study classroom practice and that teachers can aspire to notice and build upon when it occurs in their classrooms.

scholarly journals Tantangan Belajar-Mengajar Kalkulus: Studi Naratif pada Gaya Kognitif dan Self-Confidence Calon Guru

2021 ◽  
Vol 2 (1) ◽  
pp. 44-54
Author(s):  
Agus Suyanto
Keyword(s):  
Cognitive Style ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teacher Competence ◽  
Embedded Figures Test ◽  
Self Confidence ◽  
Engineering Mathematics ◽  
Long Term Effect ◽  
Pedagogical Competence

In the 21st century, it was introduced with sains, technology, engineering mathematics (STEM). Routine aspects of current teaching practice have little time to discuss the basic concepts of calculus, while teacher competence in learning has a long-term effect on students. The purpose of this study was to determine how the challenges of teaching and learning calculus prospective teachers based on cognitive style and self-confidence. This research uses a qualitative approach, a narrative perspective, and a descriptive design. The research sample was selected purposively from seven prospective teachers in a university. Data were collected using the group embedded figures test (GEFT) for the category of cognitive style types, self-confidence questionnaires, and interviews regarding teaching and learning challenges. The result of the research is that the challenge of teaching and learning is a factor that arises due to mastery of mathematical content, pedagogical competence, experiencing anxiety, and learning experiences in mathematics class.

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