scholarly journals The Didactical Contract Surrounding CAS when Changing Teachers in the Classroom

2016 ◽  
Vol 5 (3) ◽  
pp. 263 ◽  
Author(s):  
Uffe Thomas Jankvist ◽  
Morten Misfeldt ◽  
Anders Marcussen
Keyword(s):  
Secondary School ◽  
Recent Change ◽  
School Mathematics ◽  
Upper Secondary School ◽  
Secondary School Mathematics ◽  
Upper Secondary ◽  
Winning Strategies ◽  
Crucial Part ◽  
Selection Of

The article discusses three empirical examples of Computer Algebra System (CAS) use in Danish upper secondary school mathematics class with a recent change of teacher. All examples lead to didactical problems surrounding the situation and unclear expectations between teacher and students, involving loss of students’ mathematical skills and confidence, loss of global mathematical perspective, and the students losing sight of the mathematical objects in question. The article is the result of collaboration between two mathematics education researchers and an upper secondary school mathematics teacher, who experienced severe difficulties when taking over a class from another teacher. CAS was experienced as a crucial part of and reason for these difficulties. As a means for investigating the potential reasons behind the difficulties, a selection of constructs from the Theory of Didactical Situations (TDS) is applied. In particular, it is observed that unclear contractual relations about the role of CAS bring with them misguided winning strategies and metacognitive shifts, eventually causing the students to ‘lose the game’.

scholarly journals CAS Assisted Proofs in Upper Secondary School Mathematics Textbooks

2019 ◽  
Vol 8 (3) ◽  
pp. 232
Author(s):  
Uffe Thomas Jankvist ◽  
Morten Misfeldt
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Upper Secondary School ◽  
Mathematics Textbooks ◽  
Secondary School Mathematics ◽  
Proof Schemes ◽  
Mathematical Proofs ◽  
Upper Secondary ◽  
Upper Secondary Level

This article addresses the didactical effects of CAS assisted proofs in Danish upper secondary mathematics textbooks as a result of the 2005 reform that introduced CAS as a part of the upper secondary level curriculum (and examinations). Based on a reading of 33 upper secondary school mathematics textbooks, 38 instances of CAS assisted proofs are identified in ten different textbooks. The CAS based proofs in these textbooks are of three types: complete outsourcing of the proof to CAS; partial outsourcing of the proof to CAS; and additional verification of the proof’ correctness by CAS. Analyses of examples of each of these types are provided. The analyses draw on theoretical constructs related to both proofs and proving (e.g. proof schemes) and to use of digital technologies in mathematics education (lever potential, blackboxing, instrumental genesis). In particular, the analyses make use of a distinction between epistemic, pragmatic and justificational mediations. Results suggest both potential problems with using CAS as an integrated part of deductive mathematical proofs in textbooks, since it appears to promote undesired proof schemes with the students, and difficulties with understanding these problems using the constructs of epistemic and pragmatic mediations that are often adopted in the literature regarding CAS use in mathematics teaching and learning.

scholarly journals Work Ability among Upper-Secondary School Teachers: Examining the Role of Burnout, Sense of Coherence, and Work-Related and Lifestyle Factors

2020 ◽  
Vol 17 (24) ◽  
pp. 9185
Author(s):  
Petr Hlaďo ◽  
Jaroslava Dosedlová ◽  
Klára Harvánková ◽  
Petr Novotný ◽  
Jaroslav Gottfried ◽  
...  
Keyword(s):  
Secondary School ◽  
Sense Of Coherence ◽  
Work Ability ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Upper Secondary School ◽  
School Teachers ◽  
Upper Secondary ◽  
The Impact

Maintaining and promoting teachers’ work ability is essential for increasing productivity and preventing early exit from the teaching profession. This study aimed to identify the predictors of work ability among upper-secondary school teachers and examine the mediating role of burnout. A large and diverse group of Czech upper-secondary school teachers was surveyed to address this goal. The sample comprised 531 upper-secondary school teachers (50.0 ± 9.94 years, 19.9 ± 10.62 in the teaching profession, 57.6% females). Relatively greater empirical support was found for the effects of burnout, sense of coherence, work–life balance, and perceived relationships in the school environment on work ability than for the impact of age, homeroom teacher duties, workload, and caring for elderly relatives. Furthermore, burnout served as an important mediator of the relationship between sense of coherence and work ability. Teachers with a higher sense of coherence are thus better able to cope with adverse work circumstances and identify and mobilize internal and external resources to prevent professional exhaustion and the subsequent decline in work ability. The study can guide interventions on the work ability of teachers.

Call for Manuscripts: Focus Issue on the Role of Proof throughout the Mathematics Curriculum

1997 ◽  
Vol 90 (4) ◽  
pp. 311
Keyword(s):  
Secondary School ◽  
Mathematics Teacher ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Secondary School Mathematics

Proof has traditionally been the touchstone of mathematics—that which distinguishes it from theother sciences. The role and nature of proof in a Standards-based curriculum merit reexaminationin an era of reform. In 1998 a fall issue of the Mathematics Teacher will focus on the theme of proof inall aspects of secondary school mathematics. The Editorial Panel is seeking manuscripts for thisissue.

Call for Manuscripts: Focus Issues on the Role of Proof throughout the Mathematics Curriculum

1996 ◽  
Vol 89 (6) ◽  
pp. 507
Keyword(s):  
Secondary School ◽  
Mathematics Teacher ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
The Other ◽  
Secondary School Mathematics

Proof has traditionally been the touchstone of mathematics—that which distinguishes it from the other sciences. The role and nature of proof in a Standards-based curriculum merit reexamination in an era of reform. In 1998 a fall issue of the Mathematics Teacher will focus on the theme of proof in all aspects of secondary school mathematics. The Editorial Panel is seeking manuscripts for this issue.

Call for Manuscripts: Focus Issue on the Role of Proof throughout the Mathematics Curriculum

1997 ◽  
Vol 90 (1) ◽  
pp. 19
Keyword(s):  
Secondary School ◽  
Mathematics Teacher ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
The Other ◽  
Secondary School Mathematics

Proof has traditionally been the touchstone of mathematics—that which distinguishes it from the other sciences. The role and nature of proof in a Standards-based curriculum merit reexamination in an era of reform. In 1998 a fall issue of the Mathematics Teacher will focus on the theme of proof in all aspects of secondary school mathematics. The Editorial Panel is seeking manuscripts for this issue.

Composing Music: Case Studies in the Teaching and Learning Process

1987 ◽  
Vol 4 (1) ◽  
pp. 25-52 ◽  
Author(s):  
Robert Bunting
Keyword(s):  
Secondary School ◽  
Case Studies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Upper Secondary School ◽  
School Age ◽  
Upper Secondary ◽  
Syllabus Design ◽  
Age Range

In this article the author opens up some of the issues involved in teaching composition to individual pupils of the upper Secondary School age range. To do this he studies the work of two boys over two terms in detail, including many of their sketches, and pays particular attention to the role of the boys' teacher. This study leads to some general considerations: syllabus design, the relationships between composing, performing and listening, and methods of assessment.

scholarly journals Finnish Upper Secondary School Students’ Perceptions of Their Teachers’ Assessment Practices

2020 ◽  
Vol 13 (2) ◽  
pp. 23-42
Author(s):  
Toni Mäkipää ◽  
Najat Ouakrim-Soivio
Keyword(s):  
Secondary School ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Upper Secondary School ◽  
School Students ◽  
Web Based ◽  
Traditional Assessment ◽  
Upper Secondary ◽  
Upper Secondary Schools

The paper addresses Finnish students’ perceptions of assessment practices in upper secondary school. We study what experiences students have about assessment, and how they assess their ability to use and understand teachers’ feedback. The data were gathered on a web-based questionnaire to 918 students in four upper secondary schools. The questionnaire contained both closed-ended and open-ended questions. According to students’ responses, most students consider that they are able to use and understand their teachers’ feedback, and that teachers are prone to apply traditional assessment methods. The results pave the way for enhancing versatility in assessment practices. At the end of this paper, we will discuss the important role of assessment in teaching and how teachers’ assessment literacy could be enhanced and made more visible. We also ponder whether alongside teachers’ assessment literacy we should also consider students’ assessment literacy.

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