أثر تنويع التدريس على القرار التدريسي والمعتقدات نحو تعليم الرياضيات وتعلمها في ضوء نظريات التعلم المعرفية لدى طالبات الرياضيات بجامعة الأقصى بغزة = The Effect of Differentiated Instruction on the Instructional Decision and Beliefs about Teaching and Learning Mathematics in Light of Cognitive Learning Theories among Mathematics Student - Teachers at Al-Aqsa University in Gaza

2016 ◽  
Vol 20 (2) ◽  
pp. 306-354
Author(s):  
خالد خميس السر
Keyword(s):  
Differentiated Instruction ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Mathematics Student ◽  
Beliefs About Teaching ◽  
Instructional Decision

scholarly journals Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Teacher Education ◽  
Comparison Method ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Two Stages

This article studies student teachers’ perceptions of the pedagogic and didactic aspects of teaching and learning mathematics in a democratic classroom. It is concerned primarily with issues of democracy in the mathematics classroom, specifically freedom, equality and dialogue. The research was conducted in two mathematics teacher education classes, where students were in their third year of study to major in mathematics. To find these students’ perceptions of democracy in the mathematics classroom the first two stages of the constant comparison method were followed to arrive at categories of democratic and undemocratic acts. The participants in the research emphasised that instructors should refrain from giving some students more time or opportunities to express themselves or act in the mathematics classroom than other students, because this would make them feel unequal and possibly make them unwilling to participate further in the mathematics classroom. The participants also emphasised that instructors should not exert their power to stop the flow of students’ actions in the mathematics classroom, because this would trouble them and make them lose control of their actions. Further, the participants mentioned that instructors would do better to connect to students’ ways of doing mathematics, especially of defining mathematical terms, so that students appreciate the correct ways of doing mathematics and defining its terms.

scholarly journals In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices

2018 ◽  
Vol 7 (5) ◽  
pp. 156
Author(s):  
Nahil Aljaberi ◽  
Eman Gheith
Keyword(s):  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Nature Of Mathematics ◽  
Teaching Learning ◽  
Mathematics Teaching Practices

The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers’ beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers’ perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.

scholarly journals Teachers to Teach Mathematics with ICT

2018 ◽  
Vol 3 (S1) ◽  
pp. 26
Author(s):  
P.C. Nagasubramani ◽  
J. Jerlin Femi
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Mathematics ◽  
Development Programs ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Body Of Knowledge ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Beliefs About Teaching

The challenge for mathematics teacher educators is to identify teacher preparation and professional development programs that lead toward the development of technology pedagogical content knowledge. TPCK is an important body of knowledge for teaching mathematics that must be developed in the coursework in teaching and learning, as well as within the coursework directed at developing mathematical knowledge. Preparing teachers to teach mathematics is highlighted by its complexities. What technologies are adequate tools for learning mathematics? What about teacher attitudes and beliefs about teaching mathematics with technology? What are the barriers? These questions and more frame the challenge for the development of a research agenda for mathematics education that is directed toward assuring that all teachers and teacher candidates have opportunities to acquire the knowledge and experiences needed to incorporate technology in the context of teaching and learning mathematics.

scholarly journals MATHEMATICS IN CLASSROMS, NA ICONOGRAPHIC HISTORICAL STUDY

2020 ◽  
Vol 24 ◽  
Author(s):  
José Manuel Matos ◽  
Alexandra Sofia Rodrigues
Keyword(s):  
Twentieth Century ◽  
Teaching And Learning ◽  
Learning Theories ◽  
Historical Study ◽  
Technological Innovations ◽  
Teaching Methodologies ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

Abstract Historically studying representations of math-centered classrooms shows us arrangements revealing underlying teaching methodologies, learning theories, and technological innovations. This iconographic study draws on images in textbooks, magazines or collectors' collections from medieval times to the mid-twentieth century. Using an interpretative paradigm, involving historical and documentary research, we look for the perspectives of teaching and learning mathematics.

scholarly journals What Does Brain Research Say about Teaching and Learning Mathematics?

2012 ◽  
Vol 2 (1) ◽  
pp. 75-87
Author(s):  
Allan Leslie White
Keyword(s):  
Teaching And Learning ◽  
Brain Research ◽  
Learning Theories ◽  
Student Needs ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
The Social ◽  
Mathematics Teaching And Learning ◽  
Aged Subjects ◽  
The Brain

Brain research has shaken our ideas of the structure of the brain and how the brain works. Gone are the ancient ideas of comparing the brain to a machine. Neuroplasticity describes the remarkable ways in which the brain adapts and transforms itself as a result of a change in stimuli. Cognitive exercises have been designed and trialled that improve memory, problem solving abilities, and language skills in aged subjects and in children, as well as reversing the aging process by twenty to thirty years in some adults. Since the decline of behaviourism as a major theoretical influence upon mathematics education, there have been a number of learning theories emphasising thinking and the influences of the social and cultural contexts. Although, brain research is in its infancy, the question arises as to what does brain research add to mathematics teaching and learning in addressing student needs and developing their potential?

Sign in / Sign up

Export Citation Format

Share Document