scholarly journals Prospective Teachers’ Belief of an Ideal Mathematics Classroom: Changes over Time

2020 ◽  
Vol 4 (2) ◽  
pp. 52-58
Author(s):  
Dhitta Puti Sarasvati Ramli
Keyword(s):  
Prospective Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Prospective Students ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Practice Teaching ◽  
Changes Over Time ◽  
Over Time ◽  
Made In

This research aims to qualitatively portrait the changes of beliefs that the prospective teachers have since they were at the middle of their second year until the end of their third year in university. The data from this research is taken from the reflection the prospective teachers made in February 2017 and an interview done on the same prospective students in May 2019. The research shows that prospective teachers’ belief of an ideal classroom changes over time and their reason is categorized by several reasons such as the courses they take, their experiences when practice teaching students in schools, and also by the exposure they have related to the resources related to teaching and learning mathematics.

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.

Technology in the Mathematics Classroom

2011 ◽  
pp. 114-133 ◽  
Author(s):  
Robin J. Ittigson ◽  
John G. Zewe
Keyword(s):  
Decision Making ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Information Support ◽  
Visual Images ◽  
National Council ◽  
Problem Solving Skills ◽  
Mathematical Ideas ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

According to the National Council of Teachers of Mathematics, technology is essential in teaching and learning mathematics. It influences how mathematics should be taught and enhances what students learn. Calculators and computers present visual images of mathematical ideas for students. They help students organize information, support investigations, and develop decision-making, reflection, reasoning, and problem-solving skills.

scholarly journals Teaching and Learning Mathematics for Understanding, Enjoyment and Everyday Life Experiences

2021 ◽  
Author(s):  
William Deng Tap
Keyword(s):  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Learning Experience ◽  
Classroom Setting ◽  
Learning Tool ◽  
Industrial Education ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teacher Researcher ◽  
Effective Teaching And Learning

This chapter expresses the views of a teacher-researcher who advocates and argues for the use of humor in the classroom setting, especially in the mathematics classroom. While existing research based literature has shown the use of humor to be promising and encouraging effecting teaching and learning tool, very little instructional humor or classroom humor–an appropriate type of humor often related to the content materials being discussed–has been used in the classroom setting–especially in the mathematics classrooms. The chapter explores, surveys and highlights ways in which the existing-related literature about the effective and appropriate use of humor in the classroom setting can be implemented in practice, especially in the teaching and learning of mathematics, in this challenging era of the increasingly rapid technological advancements referred to as 21th century technological revolution or the re-engineering of industrial education 5.0 relative to STEM subjects study areas. The use of humor as teaching and learning tool in the classroom setting has been shown to have so many associated benefits ranging from but not limited to a conducive-relaxed learning environment, enhanced students’ learning experience, motivating and inspiring the students to learn more and even the improvement of student-teacher classroom rapport, just to mention a few. Hence, the literature recommends that classroom teachers should make more use of humor as an effective teaching and learning tool, especially the contextualized-appropriate humor types that are related to the content materials being discussed.

Complex and Contradictory Conversations: Prospective Teachers Interrogating Dominant Narratives Within Mathematics Education Discourse

2019 ◽  
Vol 8 (1) ◽  
pp. 7-21
Author(s):  
Lynette DeAun Guzmán
Keyword(s):  
Mathematics Education ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Mapping Task ◽  
Dominant Narratives ◽  
Education Discourse

In this conceptual piece, I explore complex and contradictory conversations during an idea mapping task in which prospective elementary teachers interrogated dominant discourses within mathematics education, such as “mathematics is everywhere” and “being a math person.” I argue that this exercise of engaging with contradictions provided prospective teachers with opportunities to tease out nuances for reconstructing ideas that generate new perspectives for teaching and learning mathematics. Sharing my experience with the idea mapping task as a case study, I offer an alternative role for mathematics teacher educators to consider-as facilitators who create spaces for prospective teachers to interrogate complex and contradictory conversations within mathematics education.

Patterns in Mathematics Classroom Interaction

2021 ◽  
Author(s):  
Jenni Ingram
Keyword(s):  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Classroom Interaction ◽  
Mathematics Students ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Nature Of Mathematics ◽  
Everyday Classroom ◽  
Support Students

Classroom interaction has a significant influence on teaching and learning mathematics. It is through interaction that we solve problems, build ideas, make connections, and develop our understanding. This book aims to describe, exemplify, and consider the implications of patterns and structures of mathematics classroom interaction. Drawing on a Conversation Analytic approach, the book examines how the structures of interactions between teachers and students influence, enable, and constrain the mathematics that students are experiencing and learning in school. In particular, the book considers the handling of difficulties or errors and the consequences on both the mathematics students are learning, and the learning of this mathematics. The various roles of silence and the treatment of knowledge and understanding within everyday classroom interactions also reveal the nature of mathematics as it is taught in different classrooms. The book also draws on examples of students explaining, reasoning, and justifying as they interact to examine how the structures of classroom interaction support students to develop these discursive practices. Understanding how these patterns and structures affect students’ experiences in the classroom enables us to use and develop practices that can support students’ learning. This reflexive relationship between these structures of interactions and student actions and learning is central to the issues explored in this book, alongside the implications these may have for teachers’ practice, and students’ learning.

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
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