STUDENT TEACHING IN MATHEMATICS EDUCATION AT THE SECONDARY LEVEL IN KOREA

2014 ◽  
pp. 37-55
Author(s):  
Chonghee Lee ◽  
Hwa Young Lee
Keyword(s):  
Mathematics Education ◽  
Student Teaching ◽  
Secondary Level

GeoGebra as a tool for visualisation in geometry education

2019 ◽  
pp. 169-176
Author(s):  
Ján Guncaga ◽  
László Budai ◽  
Tibor Kenderessy
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Secondary Level ◽  
Upper Secondary School ◽  
Geometric Concepts ◽  
Upper Secondary ◽  
Spatial Imagination ◽  
Support Students ◽  
Upper Secondary Level ◽  
Geometry Education

There are problems in geometry education in lower and upper secondary school, which students have with the spatial imagination and with the understanding of some geometric concepts. In this article, we want to present tasks that show some advantages of the software GeoGebra. We use this software as a tool to visualize and to explain some geometric concepts, as well as to support students’ spatial imagination. Classification: D30, G10. Keywords: space imagination, GeoGebra, mathematics education at lower and upper secondary level.

A Preservice Institute for Teachers of Secondary Mathematics

1972 ◽  
Vol 65 (4) ◽  
pp. 371-373
Author(s):  
Kenneth A. Retzer
Keyword(s):  
Mathematics Education ◽  
Student Teaching ◽  
Subject Matter ◽  
Field Testing ◽  
Secondary Mathematics ◽  
Teaching Mathematics ◽  
Teaching Aids ◽  
Mathematics Professor

Undergraduates, while student teaching, often have little contact with their campus except for visits from their college supervisor. They have no convenient way of sharing their experiences with their peers, of asking a mathematics professor ahout a troublesome topic in subject matter, of becoming acquainted with alternatives in textbooks, supplementary materials, and teaching aids, or of becoming involved in the production or field testing of experimental materials. Some have never taken a mathematics-education course, and others do not realize the relevance of what they have studied to teaching mathematics until they begin to wrestle, with problems in teaching mathematics.

The Back Page: De-Icing a VW

2009 ◽  
Vol 103 (1) ◽  
pp. 88
Author(s):  
Roger Day
Keyword(s):  
Mathematics Education ◽  
College Student ◽  
Problem Solving ◽  
Student Teaching ◽  
Methods Course ◽  
Work Study ◽  
Study Program ◽  
Extended Work

I began my career in 1978 while still a college student, teaching precalculus as part of an extended work-study program. In 1979, as an undergraduate senior, I was a student in Paul Jorgensen's methods course at St. Olaf College. Problem solving was receiving lots of attention in mathematics education, and Dr. J was driving that bandwagon in Minnesota. He instilled in me a never-wavering focus on problem solving.

scholarly journals Empowering the Disadvantaged Students in Mathematics Education: Relevance of Social Justice, Equity and Mainstreaming

2019 ◽  
Vol 29 ◽  
pp. 132-145
Author(s):  
Bed Prasad Dhakal
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Mathematics Classroom ◽  
Secondary Level ◽  
Learning Mathematics ◽  
Contextualized Teaching And Learning ◽  
And Mathematics ◽  
Mind Set

Mathematical knowledge is indubitable in various sectors, but diversity in culture and tradition in society causes inequality, injustice and backwardness among the students learning mathematics. Study of cultural heritage, customs, behavior in mathematics education is the demand of post-modern paradigm. Efforts of self-organization and co-construction in the initiation of students and teachers through their active participation, interaction and mathematics classroom discourses could be instrumental towards the generation of mathematical knowledge in classroom – which can support to reduce the western domination in mathematics education; and societal negative mind-set about mathematics education will also be minimized in this way. Ethno-mathematics, diversified mathematical strategies, culturally responsive mathematics classroom and enhancing equity in learning mathematics are the major dimensions that mathematics professionals need to exercise for the effective, reflective and contextualized teaching and learning of mathematics. This is a phenomenological study conducted among secondary level mathematics teachers. Using written interview and informal sharing of participants’ experiences towards teaching and learning mathematics, three major themes were developed and discussed. This article primarily shows that there exists the intertwined relation among these themes; and it is essential to properly address these themes for more effective learning of mathematics in the context of Nepalese secondary level classrooms.

Conceptualizing Belief Structures of Preservice Secondary Mathematics Teachers

1998 ◽  
Vol 29 (3) ◽  
pp. 306-333 ◽  
Author(s):  
Thomas J. Cooney ◽  
Barry E. Shealy ◽  
Bridget Arvold
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Mathematics Education ◽  
Student Teaching ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Significant Others ◽  
Secondary Mathematics Teachers ◽  
Belief Structures ◽  
Teachers Beliefs

This is a study of the beliefs and belief structures of 4 preservice secondary mathematics teachers as they progressed through a 4-quarter sequence in mathematics education including student teaching. We considered the notions of centrally and peripherally held beliefs and whether beliefs were held dualistically or contextually. The various ways in which the teachers structured their beliefs helped account for the fact that some beliefs were permeable whereas others were not. The nature of the evidence supporting the teachers' beliefs was considered particularly as that evidence related to the voices of significant others or to what the individuals valued. A scheme for conceptualizing the professional development of preservice teachers is posited.

In-Service Education in Mathematics: Secondary In-Service Education Program in Bergen County, New Jersey

1967 ◽  
Vol 60 (8) ◽  
pp. 882-884
Author(s):  
Margaret J. Cotter
Keyword(s):  
Mathematics Education ◽  
Large City ◽  
Secondary Level ◽  
Local Solution ◽  
Limited Resources ◽  
Education For All ◽  
School Systems ◽  
Bergen County ◽  
Service Training ◽  
Individual School

If Large city or county school systems have unique problems with in-service training in mathematics at the secondary level, at least the search for their solutions can be relatively self-contained and self-determined. The problems facing smaller communities are no less serious, although they differ in size and scope. It is this difference in size which frequently places any consideration of local solution beyond the limited resources of individual school systems. Clearly, the problem of in-service education for all teachers in large or small districts is and will continue to be a matter of great concern to all in mathematics education.

Introducing Computer Simulation into the High School: An Applied Mathematics Curriculum

1981 ◽  
Vol 74 (8) ◽  
pp. 647-652
Author(s):  
Nancy Roberts
Keyword(s):  
High School ◽  
Computer Simulation ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
Applied Mathematics ◽  
Secondary Level ◽  
The Public ◽  
Applied Mathematics Curriculum ◽  
The U.S

The foci for mathematics education in the 1980s have been clearly stated by the public, as reported in the Priorities in School Mathematics project (Suydam and Higgins 1980). Two areas high on the agenda are problem solving and integrating computers into the curriculum. New secondary level materials, Introduction to Simulation: The System Dynamics Approach, funded by a grant from the U.S. Office of Education (Grant #G007903439), address both of these issues and are currently being negotiated with commercial publishers.

Projects: TeacherLine's Ready to Teach Algebra: A Scalable Support Program for Algebra Teachers

2005 ◽  
Vol 98 (5) ◽  
pp. 361
Keyword(s):  
Mathematics Education ◽  
Word Processing ◽  
Classroom Instruction ◽  
Secondary Level ◽  
Support Program ◽  
Computer Technologies ◽  
Education Community ◽  
Instructional Literature ◽  
The Impact

The mathematics education community is continuously examining different ways to incorporate computer technologies into classroom instruction. The impact of calculators on the curriculum is well documented, particularly at the secondary level. The uses of common office–suite software such as spreadsheets and word–processing programs generally receive less consideration in the instructional literature.

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