Analysis of mathematical knowledge view of university mathematics teachers

2021 ◽  
Vol 8 (1) ◽  
pp. 1-3
Author(s):  
Xuanjiang Liu
Keyword(s):  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
University Mathematics

scholarly journals Learning Mathematics Through Mathematical Modelling Processes Within Sports Day Activity

2020 ◽  
Vol 10 (2) ◽  
pp. 105-114
Author(s):  
Sakon Tangkawsakul ◽  
Nuttapat Mookda ◽  
Weerawat Thaikam
Keyword(s):  
Mathematical Modelling ◽  
Mathematical Models ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Real Life ◽  
Knowledge And Skills ◽  
School Sports ◽  
Learning Mathematics ◽  
The One ◽  
Modelling Task

In this study, we adapted the school sports day to provide opportunities to relate real-life situations with mathematical knowledge and skills. The purpose of this study was to describe the way that the teachers interact with their students and the students’ responses during mathematical modelling processes. The designing of the modelling task was inspired by the Realistic Fermi Problems about the bleacher in the school sports day. The modelling task was designed by a collaboration of mathematics teachers and educators and experimented with 10th-grade students. Each experiment lasted for 45 minutes and was conducted in the one-day camp with 45 students. The results showed that the students who had no previous experience of mathematical modelling engaged in mathematical modelling processes with their friends under the guidance and supporting of the teacher. Most of them were able to think, make assumptions, collect data, observe, make conjectures and create mathematical models to understand and solve the modelling task.   

scholarly journals Self Efficacy Calon Guru Matematika

2020 ◽  
Vol 9 (3) ◽  
pp. 419-428
Author(s):  
Tina Sri Sumartini
Keyword(s):  
Data Analysis ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Mathematical Knowledge ◽  
Research Method ◽  
Sampling Technique ◽  
The Self ◽  
Teaching Mathematics ◽  
Purposive Sampling ◽  
Prospective Mathematics Teachers

AbstrakSelf-efficacy calon guru matematika masih kurang. Oleh karena itu, perlu dilakukan analisis mengenai self-efficacy calon guru matematika sehingga dapat diketahui aspek self-efficacy yang perlu ditingkatkan. Tujuan penelitian ini yaitu untuk menganalisis self-efficacy calon guru matematika dalam mengajar matematika. Metode penelitian yang digunakan yaitu kualitatif dengan menggunakan teknik purposive sampling. Sampel yang diambil sebanyak tiga orang calon guru matematika jurusan pendidikan matematika di Institut Pendidikan Indonesia. Analisis data dilakukan secara kualitatif. Hasil penelitian menunjukkan bahwa calon guru matematika memiliki keyakinan dalam penguasaan pengetahuan matematika, namun merasa kurang yakin bahwa dirinya mampu untuk menyampaikan materi matematika kepada siswa. Kurangnya keyakinan ini berakibat pada kemampuan pedagogis calon guru matematika.  Self-Efficacy of Mathematics Prospective TeachersAbstractThe self-efficacy of prospective mathematics teachers is still lacking. Therefore, it is necessary to analyze the self-efficacy of prospective mathematics teachers so that it can be seen which aspects of self-efficacy need to be improved. The purpose of this study was to analyze the self-efficacy of prospective mathematics teachers in teaching mathematics. The research method used is qualitative by using a purposive sampling technique. The sample taken was three prospective mathematics teachers majoring in mathematics education at the Indonesian Institute of Education. The data analysis was done qualitatively. The results showed that the prospective mathematics teacher had confidence in the mastery of mathematical knowledge, but felt less confident that he was able to convey mathematics material to students. This lack of confidence results in the pedagogical abilities of prospective mathematics teachers.

scholarly journals Methodical aspects of the formation of new competencies in students for the development of tasks for students within the framework of a modular approach

2021 ◽  
Vol 9 (1) ◽  
pp. 6
Author(s):  
E. N. Perevoshckikova ◽  
A. V. Bychkov
Keyword(s):  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Systematic Approach ◽  
International Studies ◽  
Modular Approach ◽  
Real Situation ◽  
Educational Module ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Selection Of

Introduction. The article highlights the methodical aspects of preparing a future teacher of mathematics for the development of assignments for students, presents various methods of involving students in the activity of developing assignments at the stage of formalization of a real situation, reveals the features of building an educational module aimed at formation of students' competencies in developing tasks for the formalization stage when solving tasks. The article reveals the stages of formations of actions that are part of the modeling, and drawing up adequate exercises on their basis.Materials and Methods. The study is based on a systematic approach that allows us to consider the learning process as a system aimed at the methodological preparation of students for the design of tasks for the formation of schoolchildren's ability to model; the activity approach provides a phased formation of the actions that are part of the modeling; a modular approach that ensures the construction of an educational module for the formation of new competencies in the design of tasks in future mathematics teachers, aimed at the formation of modeling actions in schoolchildren; a competence-based approach, on the basis of which the methodical foundations of the formation of new competencies in students are identified.Results. It was found that the process of methodical preparation of future teachers for the development of assignments for students should be built taking into account the specifics of future professional activities; the structure of practical lessons within the educational module should be built in accordance with the activity approach, which ensures the gradual formation of the actions that are part of the modeling. The organization of students' work on the analysis of the structure and content of tasks presented in the works of domestic and international studies, will allow students to be included in the work on identifying the composition of actions necessary to solve practice-oriented tasks, on the selection of situations, for the formalization of which mathematical knowledge and skills are needed to model, for constructing the plot of practice-oriented tasks. The methods of organizing the activities of students at motivational and content stages are highlighted, examples of constructed tasks are given.Discussion and Conclusions. The article discusses the stages of identifying the actions that are part of the formalization in the process of analyzing real situations, formulates methods for including students in the activity of drawing up the conditions of the problem and formulating various questions for schoolchildren, allowing them to be included in the compilation of a meaningful and mathematical model of the situation presented in task. The conclusion formulated in the article is that in the process of forming new competencies in future mathematics teachers, it is necessary to organize their activities for the selection of a set of actions that make up the modeling and to drawing up a plot and questions for a practice-oriented task based on the selected actions.

scholarly journals TEORI KOGNITIF BRUNER DALAM PEMBELAJARAN MATEMATIKA

2021 ◽  
Vol 5 (2) ◽  
pp. 87
Author(s):  
Ahmad Hatip ◽  
Windi Setiawan
Keyword(s):  
Learning Theory ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Cognitive Theory ◽  
Mathematics Learning ◽  
Cognitive Learning ◽  
Teaching Mathematics ◽  
Learning Mathematics ◽  
Cognitive Learning Theory

ABSTRAK Artikel ini menganalisis bagaimana mengaplikasikan teori kognitif Bruner dalam pengajaran matematika berdasar teori pembelajaran penemuan. Melalui analisis pembelajaran kasus matematika, tujuan dari pengajaran matematika adalah untuk memungkinkan siswa menguasai struktur pengetahuan matematika secara komprehensif. Guru matematika harus aktif menciptakan kondisi dalam mengajar, dan membimbing siswa untuk menemukan dan belajar aktivitas langsung, pemikiran dan representasi. Dari akuisisi pasif pengetahuan menjadi penemuan aktif mandiri, sehingga siswa menjadi objek utama belajar matematika. Kata kunci : Kognitif Bruner,  Teori Belajar, Pembelajaran Matematika ABSTRACT This article analyzes how to apply Bruner's cognitive theory of discovery in teaching based on learning theory. Through the analysis of mathematics case learning, the aim of teaching mathematics is to help students master mathematical knowledge comprehensively. Mathematics teachers must actively create conditions in teaching, and guide students to discover and learn direct activity, thinking and representation. From the acquisition of knowledge to independent active discovery, so that students become the main object of learning mathematics. Keywords : Bruner's Cognitive, Learning Theory, Mathematics Learning

scholarly journals João Antonio Coqueiro: sua produção e expertise docente

2021 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Waléria de Jesus Barbosa Soares
Keyword(s):  
20Th Century ◽  
19Th Century ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Teaching Mathematics ◽  
Production Of Knowledge ◽  
Teaching Of Mathematics ◽  
The 19Th Century

Apresentamos o professor maranhense João Antonio Coqueiro como um expert no ensino de matemática no final do século XIX e início do século XX, na província/estado do Maranhão. Pautados teoricamente em Hofstteter et al. (2017), Morais (2017) e Valente (2016), buscamos responder ao questionamento: como João Antonio Coqueiro sistematizou saberes matemáticos objetivados na formação de professores de matemática e no ensino de matemática no Maranhão? Constatamos que João Antonio Coqueiro participou, de modo decisivo, da produção de saberes no ensino de matemática e da formação de professores que ensinavam matemática, em vários níveis de ensino no Maranhão, configurando, assim, a sua expertise.João Antonio Coqueiro: his production and teaching expertiseWe present the Maranhão teacher João Antonio Coqueiro as an expert in the teaching of mathematics at the end of the 19th century and beginning of the 20th century, in the province/state of Maranhão. Theoretically guided by Hofstteter et al. (2017), Morais (2017) and Valente (2016), we sought to answer the question: how did João Antonio Coqueiro systematized mathematical knowledge aimed at training mathematics teachers and teaching mathematics in Maranhão? We found that João Antonio Coqueiro participated, in a decisive way, in the production of knowledge in the teaching of mathematics and in the training of teachers who taught mathematics at various levels of education in Maranhão, thus shaping his expertise.Keywords: Mathematics; Expertise; Maranhão.

From the concrete activity to the exact mathematics

2019 ◽  
pp. 113-136
Author(s):  
Katalin Fried ◽  
Judit Török ◽  
Éva Vásárhelyi
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Educational Games ◽  
Fibonacci Sequence ◽  
Fibonacci Series ◽  
Pascal Triangle ◽  
Paper Folding ◽  
Prospective Mathematics Teachers ◽  
Different Levels

In this paper, we are dealing with problems that have been discussed with prospective mathematics teachers to make them discover methodological opportunities and pitfalls at different levels of problem solving. We have chosen topics which are in themselves interesting for children, because they can be introduced playfully with concrete activity, they require little mathematical knowledge at the start, and their conscious discussion is also important for mathematical activities and applications of mathematics. We will show in Chapter 2 how the games lead to the Fibonacci series and the Pascal triangle, and in Chapter 3, how to get from paper folding to dragon curves. Classification: A30, D50. Keywords: manipulative materials and their use in problem solving (visualizations, models, educational games, paper folding), Fibonacci sequence, Pascal triangle, dragon curve.

Do Engenheiro Didático ao Trabalhador em Risco Psicossocial: Vivências do Professor de Matemática

2017 ◽  
Vol 10 (2) ◽  
pp. 123
Author(s):  
Jorge Tarcísio da Rocha Falcão
Keyword(s):  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Professional Activity ◽  
Cognitive Tools ◽  
Pedagogical Tool ◽  
Conceptual Schemes ◽  
Health And Illness ◽  
Historically Situated ◽  
Pedagogical Goals ◽  
Teaching Professional

O professor de Matemática é responsável pela mediação eficiente, junto aos alunos que lhe são confiados, de um conjunto de competências e habilidades que abarcam um certo conjunto de ferramentas cognitivas, como invariantes lógico operatórios, esquemas conceituais e mesmo inserção nas regras e expectativas de uma comunidade de praticantes. Adicionalmente, espera-se que este professor facilite o  acesso dos seus alunos ao acervo histórico-conceitual representado pelo saber matemático acumulado até então. O atingimento dessas metas pedagógicas por parte do referido professor demandará uma série de iniciativas complexas e concatenadas, e seu insucesso total ou parcial será explicado por limitações do seu arsenal didático-pedagógico, o que por sua vez costuma ser associado a carências de formação e capacitação profissionais. O presente artigo busca contribuir com argumentos teóricos e dados empíricos no sentido de que o poder de agir do professor de matemática em sala de aula não pode ser compreendido estritamente em termos do cabedal de ferramentas didático-pedagógicas disponíveis para este professor. Mais do que um engenheiro didático que lida com conceitos e montagem de “andaimes cognitivos” para auxiliar a aprendizagem dos seus alunos, o professor de matemática é um profissional cujo poder de agir, desenvolvimento, prazer, sofrimento, saúde e adoecimento somente podem ser compreendidos no contexto biográfico do seu acervo de vivências historicamente situadas e em seu coletivo e gênero profissional. Palavras-chave: Ensino de Matemática. Atividade Profissional Docente. Poder de Agir do Professor de Matemática.AbstractThe Mathematics teacher is responsible for the efficient mediation, together with the students entrusted to him, of a set of skills and abilities that encompass a certain set of cognitive tools, such as operative logical invariants, conceptual schemes and even insertion in the rules and expectations of a community of practitioners. Additionally, it is expected that this teacher will facilitate the access of his students to the historical-conceptual collection represented by the accumulated mathematical knowledge until then. The achievement of these pedagogical goals by the said teacher will require a series of complex and concatenated initiatives, and his total or partial failure will be explained by limitations of his didactic-pedagogical arsenal, which in turn is usually associated with lack of training and qualification professionals. The present article seeks to contribute with theoretical arguments and empirical data in the sense that the mathematical teacher’s power to act in the classroom can not be understood strictly in terms of the pedagogical-pedagogical tool available to this teacher. More than a didactic engineer who deals with concepts and assembly of “cognitive scaffolds” to aid the learning of his students, the math teacher is a professional whose power to act, development, pleasure, suffering, health and illness can only be understood in the biographical context of its collection of historically situated experiences and in its collective and professional gender.Keywords: Mathematics Teaching. Professional Activity of Mathematics Teachers. Power of Acting of Mathematics Teachers.

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