scholarly journals Teacher’s Use of Instructional Materials in Teaching and Learning Mathematics in Rwandan Primary Schools

2021 ◽  
Vol 10 (2) ◽  
pp. 1-16
Author(s):  
Clementine Umuhoza ◽  
Alphonse Uworwabayeho
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Real Life ◽  
Instructional Materials ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
The Impact

Teaching and learning mathematics is easier, more interesting, more enjoyable, and more closely connected to real life applications with the use of instructional materials like textbooks, manipulatives, technology tools, and (physical or digital) models. This study investigated the impact of instructional aids on classroom interaction through semi-structured interviews and classroom observations of 15 mathematics teachers from five primary schools in Rulindo district, in Rwanda’s Northern Province. Interviews were analyzed thematically, and classroom observations were analyzed descriptively. The analysis indicates a lack of instructional materials for teaching mathematics overall. Most teachers use course books, but report that there are not enough books available. Use of ICT is limited due to the lack of power supply in some schools. Teachers in this study either did not use available instructional materials at all, or, if they were used, they were not used appropriately.  Teachers also did not allow students to actively use the materials; thus, students were not given the opportunity to enhance their active learning and participate in constructing their knowledge of the mathematics content.

Teaching and Learning Mathematics through Hurricane Tracking

2008 ◽  
Vol 13 (9) ◽  
pp. 500-512
Author(s):  
Maria L. Fernández ◽  
Robert C. Schoen
Keyword(s):  
Middle School Teachers ◽  
Teaching And Learning ◽  
Real Life ◽  
School Teachers ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Hurricane Season ◽  
Teachers And Students ◽  
Life Context ◽  
Hurricane Tracking

During hurricane season, maps that track predicted storm paths are commonly seen on television and the Internet. The Weather Channel often receives number-one viewership ratings in regions encountering a major weather event, such as a hurricane or tornado (Kloer 2001). Mathematics teachers can tap into students' curiosity and interest about hurricanes to develop their understanding of mathematical ideas within a real-life context. In this article, we discuss observations and findings after implementing mathematics tasks based on data about hurricanes. Finding patterns and relationships, creating and interpreting graphs, and examining rates of change are just a few of the topics that can be studied. We developed these tasks as part of the Students' Transition Toward Algebra project and have used them with both middle school teachers and students.

The Process of Thinking among Junior High School Student in Solving HOTS Question

2015 ◽  
Vol 4 (3) ◽  
pp. 138 ◽  
Author(s):  
Bakry Bakry ◽  
Md Nor Bin Bakar
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Real Life ◽  
Thinking Skills ◽  
Mathematical Concepts ◽  
Mathematics Problems ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Thinking Process

Higher order thinking skills (HOTS) is one of the important aspect of teaching and learning mathematics. By using HOTS, student will be able to acquire a deep understand of mathematical concepts and can be applied in real life. Students ability to develop the capacity of the HOTS is closely related with thinking processes while solving mathematics problems. This research focused, at describing the thinking process of students in solving mathematical problem involving HOTS problem. The method used is a qualitative method and case study design, the data collected through mathematics tests and interviews. There are 3 students selected as participant Data analysis techniques are descriptive qualitative, analysis according to the model proposed by Miles and Huberman (1992), namely data reduction, data presentation and conclusion. The result of the study showed that the students thinking process in solving mathematics problem is by using the systematic thinking (1) creating of meaning (2) making of opinion, and 3) making conclution.

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 Employing the flipped classroom strategy in primary mathematics classes

2020 ◽  
Vol 4 (1) ◽  
pp. 497-528
Author(s):  
Ibrahim Alhussein Khalel ◽  
◽  
Omar saad Al- tmaran ◽  
Abdulhamid essa Hashmi ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Sixth Grade ◽  
Instructional Videos ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Sixth Grade Students

This study aims to identify the implications of using the flipped classroom strategy in the primary school in teaching practices of mathematics classes of mathematics teachers and their students. This study used a qualitative approach. The sample of the study consists of (2) mathematics teachers in the primary school and (42) students from the sixth grade students. The study used the following tools: Teacher notebook, participant note, interview. The study used thematic analysis to analyze the data. The study reached a number of results, including: flipped classroom strategy contributed to the development of mathematical achievement, classroom interaction, the attitude towards teaching and learning mathematics. The flipped classroom strategy allowed teachers to take more of lesson ideas, use several strategies in the classroom, plan and prepare for the lesson. The study recommended: We need to train teachers to employ techniques in mathematics education, and to produce instructional videos for math lessons.

scholarly journals The Impact of Interactive Whiteboards on Classroom Interaction and Learning in Primary Schools in the UK

2010 ◽  
pp. 86-101 ◽  
Author(s):  
Steven E. Higgins
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
New Technologies ◽  
Classroom Interaction ◽  
Interactive Whiteboards ◽  
Multiple Sources ◽  
Use Of Technology ◽  
Teachers And Students ◽  
The Uk ◽  
The Impact

The UK Government’s Primary National Strategy undertook a pilot programme “Embedding ICT in the Literacy and Numeracy Strategies” where interactive whiteboards were installed in the classrooms of teachers of 9-11 year old students in more than 80 schools in six regions of England. Research to evaluate this project collected multiple sources of data, including students’ attainment, structured lesson observations and the perceptions of teachers and students. Results suggest that the use of the interactive whiteboards did lead to significant changes in teachers’ practices in the use of technology and in aspects of classroom interaction, and that the perceptions of those involved were overwhelmingly positive, but that the impact in terms of students’ attainment on national tests was very small and short-lived. This raises questions about the integration of new technologies into classroom teaching and how such technologies might improve teaching and learning.

scholarly journals Application of Grey Numbers to Assessment of Mathematical Modeling Capacities

2018 ◽  
Vol 1 (1) ◽  
pp. 9
Author(s):  
Michael Gr. Voskoglou
Keyword(s):  
Mathematical Modeling ◽  
Student Performance ◽  
Teaching And Learning ◽  
Real Life ◽  
Assessment Method ◽  
Mean Value ◽  
Student Interest ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
The Subject

Mathematical modeling appears today as a dynamic tool for teaching and learning mathematics, because it connects mathematics with real world applications thus increasing the student interest on the subject. In the present paper a method is developed that uses grey numbers for evaluating student mathematical modeling capacities and a classroom application is presented illustrating it. This new assessment method is useful in particular when the student performance is evaluated with linguistic characterizations (grades) and not with numerical scores, which makes non feasible the calculation of the mean value of those grades. Grey numbers are indeterminate numbers which are defined with the help of the real intervals and they have found nowadays many applications in real life, science and engineering for handling approximate data.

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.

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