The Study on Implicit and Explicit Recognition of Practical Knowledge Orientation according to Background Variables of the Hearing Impaired School Teachers and Analysis of Relationship between Practical Knowledge Orientation and Curriculum and Teaching-Learning Factors

Corporal Punishment yields negative impact on the behaviors of students and thus their learning achievements remain lower. Sometime, in a particular situation, students’ exhibit relatively better results but they actually get fed up with the learning enrolment and intrinsically intend to go away from teaching learning process. This study was under taken to get the opinion of primary school teachers and their practical behaviors towards corporal punishment at primary level in the Govt. Schools of Rawalpindi and Islamabad. In order to collect data, a questionnaire containing 35 questions was developed in Urdu for seeking opinion of primary school teachers. The questionnaire had two parts; the first part pertained to information about different aspects related to the classroom situation while the second part contained an open-ended question asking for suggestions. Stratified random sample technique was used but only those school were selected which were willing to respond and easy to approach. Data collected through questionnaire were tabulated and analyzed. Although difference of opinion was found among the teachers on all issues yet an overall majority opined that corporal punishment must not be there as it was the greatest negative variable for creating a conducive environment for teaching learning process. Key words: Punishment, Learning Achievements, Learning Environment, Motivation, Satisfaction.

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Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom

Teachers and Curriculum ◽

10.15663/tandc.v20i1.346 ◽

2020 ◽

Vol 20 ◽

Author(s):

Judith Mills

Keyword(s):

New Zealand ◽

Classroom Practice ◽

Teaching Practice ◽

Mathematics Classroom ◽

Professional Knowledge ◽

Ministry Of Education ◽

School Teachers ◽

Primary School Teachers ◽

Effective Pedagogy ◽

Teaching Learning

New Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers’ ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy—teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34–35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice.

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LA FORMACIÓN DIDÁCTICO-MATEMÁTICA DE DOCENTES: RESULTADOS TEÓRICOS

PARADIGMA ◽

10.37618/paradigma.1011-2251.2020.p271-288.id867 ◽

2020 ◽

pp. 271-288

Author(s):

Nancy Montes de Oca Recio

Keyword(s):

Human Development ◽

Present Article ◽

Learning Process ◽

Theoretical Perspective ◽

Mathematical Education ◽

School Teachers ◽

Mathematical Communication ◽

Basic Concepts ◽

Teaching Learning ◽

Theoretical Results

El objetivo del presente artículo es comunicar el proceso y los resultados teóricos de unainvestigación relacionada con la formación didáctico matemática de docentes, generada a partirde las insuficiencias detectadas en el desempeño de docentes de Matemática en el ejercicio dela profesión. La investigación aborda aspectos relacionados con: la comprensión de los objetosde la Geometría Plana; la gestión didáctica de las demostraciones matemáticas, la promoción deuna valoración positiva hacia la Matemática, la producción de problemas, el dominio deconceptos básicos del Álgebra Lineal y la expresión al comunicarse en matemática, desde unaperspectiva teórica que integra el enfoque histórico cultural del desarrollo humano y losenfoques ontosemiótico, comunicativo y contextualizado de la enseñanza-aprendizaje de laMatemática. Los resultados responden a la labor realizada por un equipo de trabajo constituidopor profesores que imparten docencia en carreras de formación de docentes de Matemática,maestrías y doctorados de la Universidad de Camagüey y la Universidad Autónoma de SantoDomingo.Palabras clave: Formación Didáctico-Matemática, Educación Matemática, Docentes deMatemática, Gestión DidácticaA Formação Didático-Matemática de Pedagogos: implicações teóricasAbstractO objetivo deste artigo presente é comunicar o processo e os resultados teóricos de umainvestigação relacionados com o processo de aprendizagem didático-matemático de pedagogos;este estudo começou a levar em conta as insuficiências descobriu no processo de ensinoaprendizagemde Matemática administrado por professores escolares. Esta investigação chegaaspectos relacionados com: a compreensão de objetos de Geometria Planos; a administraçãodidática de demonstrações de Matemáticas, a promoção de uma estimação positiva paraMatemática, a geração de problemas didáticos, o dominando de conceitos básicos de ÁlgebraLinear e comunicação matemática, de uma perspectiva teórica que integra a aproximaçãohistórica cultural de desenvolvimento humano e o ontosemiotico, comunicativo e contextualfocaliza do ensino-aprendizagem de Matemática. Os resultados apresentados são um resultadodo trabalho levado a cabo por um time constituiu por professores que ensinam Matemática empre-serviço, mestres e cursos de doutorado em Universidade de Camaguey e a UniversidadeAutônoma de Santo Domingo.Palavras chave: Formação Didático-Matemática, Educação Matemática, Educação deMatemática, Administração didática.The Didactic and Mathematical Formation of Teachers: theoric resultsAbstractThe objective of this present article is to communicate the process and the theoretical results of an investigation related with the didactic-mathematical learning process of educators; this study began taking into account the inadequacies detected in the teaching-learning process of Mathematics managed by school teachers. This investigation approaches aspects related with: the understanding of Plane Geometry objects; the didactic management of Maths demonstrations, the promotion of a positive valuation towards Mathematics, the generation of didactic problems, the mastering of basic concepts of Lineal Algebra and mathematical communication, from a theoretical perspective that integrates the cultural historical approach of human development and the ontosemiotic, communicative and contextual focuses of the teaching-learning of Mathematics. The results presented is a result of the work carried out by a team constituted by professors that teach Mathematics in pre-service, masters and doctorates courses at Camaguey University and the Autonomous University of Santo Domingo.Key words: Didactic-Mathematical Formation, Mathematical Education, Education of Mathematics, Didactic Management.

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