scholarly journals Informacinės technologijos matematikai vizualizuoti ir tyrinėti

2007 ◽  
Vol 41 ◽  
pp. 76-88
Author(s):  
Valentina Dagienė ◽  
Eglė Jasutienė
Keyword(s):  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
National Curriculum ◽  
Geometer's Sketchpad ◽  
Complex Dynamic ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Computer Based ◽  
Two Phases ◽  
Dimensions Of Teaching

Straipsnyje aptariama matematikos mokymo naudojant informacines technologijas problematika. Kompiuteris suteikia besimokančiajam tyrinėjimo, modeliavimo, konstravimo erdvę – matematikos mokymosi mikropasaulius. Tam reikia parengti kompiuterinių priemonių, tinkančių matematikai mokytis konstruktyvistiniu metodu. Prieš keletą metų Lietuvos mokyklos aprūpintos lokalizuota mokomąja kompiuterine programa „Dinaminė geometrija“ (originalus pavadinimas „Geometer’s Sketchpad“). Straipsnyje nagrinėjama šios programos naudojimo matematikos pamokose problematika, programos savybės ir ypatumai, aptariami dinaminių brėžinių konstravimo ir programos galimybių išplėtimo būdai. Analizuojama dinaminių brėžinių komplekto pagrindinės mokyklos matematikos kursui mokyti rengimo problematika, pateikiamas dinaminio brėžinio konstravimo pavyzdys.Visualization and exploring mathematics using information technologiesValentina Dagienė, Eglė Jasutienė SummaryA five-year long research has been developed in two phases. The first phase was to analyze problematic dimensions of teaching mathematics in schools using computer-based technologies and searching for the most suitable software for the National curriculum of mathematics. The next step was to investigate (also to localize) the “Geometer’s Sketchpad” and to built various sets of dynamic sketches for teaching and learning mathematics in basic schools. More than 900 dynamic sketches have been developed within 9th and 10th grades (years 16 and 17) mathematics curriculum. The construction of dynamic sketches shows that it is difficult for teachers of mathematics to construct these sketches. It is not enough to know mathematics but teacher need deeper sophistication in this software. The principle of the “Geometer’s Sketchpad” is rather simple: we have an empty sheet of paper, ruler, pencil, calculator, and several drawing commands, all you need to create. Very often quite complex dynamic images have to be created by using the merest means. In such case just a few steps have to be performed. For example, to create a decision model of inequality the algorithm of approx. 200 has to be implemented. “Geometer’s Sketchpad” does not limit the possible number of algorithm steps. It rather depends on the computer facilities as well as a person’s invention. Therefore, some problems of construction of dynamic sketches was found and presented in this paper.

scholarly journals The constructive methods of teaching mathematics

2021 ◽  
Vol 47 ◽  
Author(s):  
Eglė Jasutienė
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Teaching Mathematics ◽  
Geometer's Sketchpad ◽  
Constructive Methods ◽  
Teaching Mathematic ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Mathematics Teaching Methods

The problem of teaching mathematics in Lithuanian schools envisaged in this article. The teachers often use the teaching methods of behaviourism. The widely used teachingmethods of constructivionism in the world are appearing in Lithuanian schools too. There is talked how mathematics teachers can easier start to use new progressivemethods by using IT in this article. There is reviewing how start to use constructive mathematics teaching methods by using Geometer’s Sketchpad in this article. There was appeared some problems for teachers by using Geometer’s Sketchpad in schools. So these problems help to find new step of investigating Geometer’s Sketchpad in teaching mathematics – to built the various sets of dynamic sketches for teaching and learning mathematics in basic schools. More than 800 dynamic sketches have been developed within 9th and 10th grades mathematics curriculum. Now is preparing set of sketches for 11th and 12th grades. Some constructive methods of teaching mathematic by using these sets of sketches are discussed in this article.The methods of comparative analyze and of synthesis of scientificworks are used in this article.

scholarly journals Die moontlikhede van ’n gedifferensieerde modulêre wiskundekurrikulum vir die RSA se sekondêre skole

1998 ◽  
Vol 17 (2) ◽  
pp. 61-67
Author(s):  
J. G. Maree ◽  
C. G. Kriek
Keyword(s):  
Secondary Schools ◽  
Curriculum Development ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Practice Of Teaching ◽  
Modular Mathematics

The scientifically orientated teacher of mathematics is constantly trying to refine and improve the existing practice of teaching and learning mathematics. This is achieved by implementing the scientific insights, which are gained by research. The field of curriculum development in mathematics represents one possible field for research concerning mathematics. In this article, guidelines with regard to the possibility of a differentiated, modular mathematics curriculum for secondary schools in the RSA are given.

Taking the Work out of Homework

2011 ◽  
Vol 104 (7) ◽  
pp. 514-519
Author(s):  
Teodora B. Cox ◽  
Stacy L. Singer
Keyword(s):  
Computer Algebra ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Computer Algebra Systems ◽  
Mathematics Students ◽  
Web Based ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Computer Based

Technology daily impacts students' learning experiences. The increased use of calculators, computer algebra systems, and computer–based and Web–based assessments opens up new opportunities and challenges for teaching and learning mathematics. Students' lives are becoming busier, and they have less time to dedicate to homework outside the classroom. Also, many students admit that they do not enjoy completing homework assignments.

scholarly journals Methodical Scheme for Introduction of Combinatorial Compounds in Mathematics Education

TEM Journal ◽  
2021 ◽  
pp. 414-420
Author(s):  
Ivan Georgiev ◽  
Ivo Andreev
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Short Review ◽  
Combinatorial Problems ◽  
Innovative Methods ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
Teaching Of Mathematics

The article is structured as follows. In section 1, the Introduction, a historical summary on the arising of the combinatorics is given. Next, a short review of the part of the combinatorics in the teaching of mathematics in Bulgaria is presented. At the beginning of section 2, combinatorial compounds, included in the Mathematics curriculum in Bulgaria, are reviewed. A new methodical scheme for the introduction of basic combinatorial compounds is proposed. Then, an alternative approach for solving combinatorial problems in teaching and learning mathematics is analyzed in detail. The innovative methods are illustrated with four particular sample tasks in section 3. Certain conclusions on the specific issues are drawn at the end of the article.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

Teaching and Learning Mathematics

1987 ◽  
Vol 71 (458) ◽  
pp. 314
Author(s):  
Paul Ernest ◽  
Peter G. Dean
Keyword(s):  
Teaching And Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

scholarly journals A Study of Errors and Misconceptions in the Learning of Addition and Subtraction of Directed Numbers in Grade 8

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401667137 ◽  
Author(s):  
Judah Paul Makonye ◽  
Josiah Fakude
Keyword(s):  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Study Data ◽  
Negative Numbers ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Number Lines ◽  
Addition And Subtraction ◽  
Logical Errors ◽  
Grade 8

The study focused on the errors and misconceptions that learners manifest in the addition and subtraction of directed numbers. Skemp’s notions of relational and instrumental understanding of mathematics and Sfard’s participation and acquisition metaphors of learning mathematics informed the study. Data were collected from 35 Grade 8 learners’ exercise book responses to directed numbers tasks as well as through interviews. Content analysis was based on Kilpatrick et al.’s strands of mathematical proficiency. The findings were as follows: 83.3% of learners have misconceptions, 16.7% have procedural errors, 67% have strategic errors, and 28.6% have logical errors on addition and subtraction of directed numbers. The sources of the errors seemed to be lack of reference to mediating artifacts such as number lines or other real contextual situations when learning to deal with directed numbers. Learners seemed obsessed with positive numbers and addition operation frames—the first number ideas they encountered in school. They could not easily accommodate negative numbers or the subtraction operation involving negative integers. Another stumbling block seemed to be poor proficiency in English, which is the language of teaching and learning mathematics. The study recommends that building conceptual understanding on directed numbers and operations on them must be encouraged through use of multirepresentations and other contexts meaningful to learners. For that reason, we urge delayed use of calculators.

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.

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