scholarly journals Enseñanza y Aprendizaje de las Matemáticas: La necesidad de un análisis multidisciplinar

2017 ◽  
Vol 9 (1) ◽  
pp. 1 ◽  
Author(s):  
Gamal Cerda ◽  
Carlos Pérez ◽  
José A. Casas ◽  
Rosario Ortega-Ruiz
Keyword(s):  
Classroom Practice ◽  
Teaching And Learning ◽  
Research Groups ◽  
School Subject ◽  
Empirical Examination ◽  
Mathematical Skills ◽  
Global Challenge ◽  
Learning Mathematics ◽  
School Learning

Resumen: El logro y aprendizaje exitoso en matemáticas sigue siendo un desafío a nivel mundial, y se realizan grandes esfuerzos para avanzar en propuestas de mejora, generalmente involucran al profesorado, en términos de su formación, perfeccionamiento o práctica de aula. Los esfuerzos también se orientan hacia el examen del rol de diversas variables o factores que pueden predecir o relacionarse con un mejor nivel de aprovechamiento de esta materia escolar. Todo ello revela el carácter complejo y multifactorial de la enseñanza y aprendizaje de las matemáticas, que obliga a los diversos agentes educativos e investigadores a avanzar y profundizar aún más en su estudio. Con la finalidad de contribuir al examen crítico y empírico de algunas variables contextuales o socio cognitivas asociadas al aprendizaje de las matemáticas o la resolución de problemas, como también al examen de algunas propuestas de innovación en el área y la evaluación de su impacto en algunas competencias o habilidades matemáticas, se presenta un conjunto de trabajos derivados de la investigación de grupos de investigación de amplia y destacada trayectoria en el área. El presente número monográfico de la revista Psychology, Society and Education, reúne un total de diez artículos cuyo objetivo principal es contribuir con evidencia y alternativas de análisis a un área del aprendizaje escolar asociada generalmente con altos niveles de fracaso y emociones negativas. Teaching and Learning of Mathematics: The Need for a Multidisciplinary AnalysisAbstract: Success in learning mathematics remains a global challenge, and great efforts are being made to advance proposals for improvement, generally involving teachers in terms of their training, improvement or classroom practice. Efforts are also oriented toward examining the role of various variables or factors that can predict or relate to a better level of achievement of this school subject. All this reveals the complex and multifactorial nature of the teaching and learning of mathematics, which obliges the various educational agents and researchers to go further and deepen their study. In order to contribute to the critical and empirical examination of some contextual or socio-cognitive variables associated with learning mathematics or problem solving, as well as to the examination of some innovation proposals in the area and the evaluation of their impact on some competences Or mathematical skills, a set of papers derived from the research of research groups of wide and outstanding trajectory in the area is presented. The present issue of the journal Psychology, Society and Education, brings together a total of ten articles whose main objective is to contribute evidence and analysis alternatives to an area of school learning generally associated with high levels of failure and negative emotions.

Low-Cost Videos for Learning Mathematics by Teaching

2020 ◽  
pp. 172-189
Author(s):  
Amélia Caldeira ◽  
S. O. Lopes ◽  
Isabel Perdigão Figueiredo ◽  
Alexandra R. Costa
Keyword(s):  
Teaching And Learning ◽  
Low Cost ◽  
Mathematical Problem ◽  
Teaching Experiences ◽  
Problem Resolution ◽  
Learning Mathematics ◽  
The Subject ◽  
Retention Of Knowledge ◽  
The Impact

Technology plays an important role in everyday life and can be used in education. Video is a source of material that can play an important role in the teaching and learning field. Using videos engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts. In this chapter, the authors describe two teaching experiences involving videos, where the students made a video about solving a concrete mathematical problem. In this video, the students should explain the problem resolution to their colleagues (playing the role of teacher). The results of the impact of this kind of project in the students' motivation are also presented.

scholarly journals Definitional Skills as a Bridge towards School Achievement

2021 ◽  
Vol 14 (1) ◽  
pp. 286
Author(s):  
Caterina Artuso ◽  
Paola Palladino ◽  
Perla Valentini ◽  
Carmen Belacchi
Keyword(s):  
Primary School ◽  
Opposite Direction ◽  
School Achievement ◽  
Scientific School ◽  
Formal Schooling ◽  
School Subject ◽  
School Subjects ◽  
School Learning ◽  
Scientific Results

The general aim of the current study was to investigate the role of definitional skills in promoting primary school achievement (third- to fifth graders) and how school learning may shape definitional skills. Marks from four school subjects, linguistic (Italian and English) and scientific (Math and Science) were collected as well as scores in a Definitional Task. These two domains were chosen as they clearly entail the two different definition types, that is, lexicographic and scientific. Results indicated that scientific school subject marks are more predictive of definitional skills than linguistic school marks are. The opposite direction (i.e., how definitional skills are predictive of school achievement) appears less clear. In sum, the results, although preliminary, suggest that definitional skills represent a bridge towards school achievement as they promote good marks in all disciplines. Moreover, definitional skills are predicted from levels of competence acquired especially in scientific school subjects that request a higher degree of formal/organized learning. It is then of primary importance to promote interaction–integration between these two kinds of concepts via formal schooling.

scholarly journals The Role of Reflection in Shaping Physical Education Teachers’ Educational Values and Practices

1997 ◽  
Vol 17 (1) ◽  
pp. 2-25 ◽  
Author(s):  
Niki Tsangaridou ◽  
Mary O’Sullivan
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Social Issues ◽  
Physical Education Teachers ◽  
Pedagogical Content ◽  
Suburban School Districts ◽  
And Function

This study was motivated by the need to understand the role and function of teachers’ reflection as it “is” rather than as it “ought” to be. The focus of the study was to describe teachers’ reflection within the teaching and learning environment, as well as the role of reflection in their professional development. Participants were four experienced elementary and secondary physical education teachers from urban and suburban school districts. Data were collected through observations, interviews, and journals. Case analysis and crosscase analysis were employed in analyzing the data. Findings indicated that the participants’ microreflection, the type of reflection that informs teachers’ day-to-day practices, addressed pedagogical, content, ethical, moral, and social issues. Their reflections were situationally driven and contextually bound. Macroreflection, the type of reflection that informs teachers’ practices over time, influenced changes in the teachers’ classroom practice and professional development.

scholarly journals Representation in Teaching and Learning Mathematics

2020 ◽  
Vol 9 (1) ◽  
pp. 1-21
Author(s):  
Bhesh Mainali
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Multiple Modes ◽  
Modes Of Representation ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Research Studies

Representation is an important element for teaching and learning mathematics since utilization of multiple modes of representation would enhance teaching and learning mathematics. Representation is a sign or combination of signs, characters, diagram, objects, pictures, or graphs, which can be utilized in teaching and learning mathematics. Normally, there are four modes of representations in the domain of mathematics: (1) verbal, (2) graphic (3) algebraic, and (4) numeric. Certain type of representations can be dominant in teaching and learning mathematics; however, representation needs to be translated from one mode to another mode. Translation of modes of representation is an important skill that learners need to develop in order to be more proficient in learning mathematics. In the last couple of decades, the role of representation in mathematics education has been increased but requires more research studies to explore various aspects of representations.

scholarly journals Student Perceptions Towards Moodle and Kahoot Based e-Learning in Learning Mathematics

2020 ◽  
Vol 3 ◽  
pp. 315-318
Author(s):  
Ahmad Anis Abdullah ◽  
Tri Rochmadi
Keyword(s):  
Learning Styles ◽  
Student Perceptions ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Learning Model ◽  
Education Students ◽  
Learning Mathematics ◽  
E Learning ◽  
Students Attitudes

Today's students are digital natives. They grow with digital technology. Universitas Alma Ata is adapting to learning styles in the digital age by integrating e-learning based learning and classroom learning. The e-learning model that is applied is based on moodle and kahoot. This learning model was introduced to students in September 2017. The meaning of this manuscript is to determine whether the use of moodle and kahoot based e-learning will help students in learning mathematics. It also examines the effect of applying e-learning on student perceptions. Twelve mathematics education students were included in this study. A set of questionnaires was specified to evaluate students' attitudes and perceptions of learning. From the findings, conclusions have been drawn about the role of moodle and kahoot based e-learning to support the teaching and learning process. The results show that students show positive perceptions using moodle and kahoot based e-learning.

Speaking Mathematically

2015 ◽  
pp. 304-318
Author(s):  
Kassim Olusanmi Ajayi ◽  
Abisola O. Lawani
Keyword(s):  
Oral Language ◽  
Teaching And Learning ◽  
Academic Language ◽  
Intellectual Ability ◽  
Mathematical Concepts ◽  
Language Of Instruction ◽  
Mathematics Classrooms ◽  
Learning Mathematics ◽  
The Everyday

In this chapter, we evaluated the role of language and communication in teaching and learning of mathematics. Language of instruction is very crucial to effective education at every level because linguistic difficulties have serious effects on children's ability to think, read and write effectively. Learning mathematics and the language of mathematics is a challenge for all students, but it is more challenging for students who have no opportunity to use academic language outside the school, if better performances of African children are to be expected in tests of intellectual ability the importance of mathematics instruction in a language that is meaningful to the student cannot be over emphasized. Teachers should translate back and forth the ordinary and technical language, embedded in the use of mathematics and also support the development of the multi-semiotic mathematics register through oral language that moves from the everyday to the technical mode. Students should be encouraged to produce extended discourse in mathematics classrooms and engage in discussion about the language through which word problems are constructed and practice with the writing to mathematical concepts in authentic ways.

scholarly journals The role of technology in fostering creativity in the teaching and learning of mathematics

Pythagoras ◽  
2005 ◽  
Vol 0 (62) ◽  
Author(s):  
Balarabe Yushau ◽  
Andile Mji ◽  
Dirk C. J. Wessels
Keyword(s):  
Teaching And Learning ◽  
Experimental Approach ◽  
Traditional Approach ◽  
Mathematical Achievement ◽  
Intellectual Ability ◽  
Mathematical Skills ◽  
Fostering Creativity ◽  
Mathematical Problems ◽  
Pattern Finding

The paper looks at interrelationships between creativity and technology in the teaching and learning of mathematics. It suggests that a proper use of various technologies especially computers in the teaching and learning of mathematics has the potential of helping learners to develop their creativity. The technologies can provide an atmosphere under which mathematical skills can be extended beyond the ability to calculate or reproduce problems and enable learners to investigate, analyse and interpret problems at hand. Furthermore, with computers learners can use an experimental approach to deal with mathematical problems, which can lead to conjecture, pattern finding, examples and counter examples. In fact, if used effectively, computational aids can help in improving learners’ intellectual ability and hence mathematical achievement while fostering the requisite creativity not found in the traditional approach.

scholarly journals Researching the Complexities of the School Subject Swedish as a Second Language: A Linguistic Ethnographic Project in Four Schools

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 205
Author(s):  
Christina Hedman ◽  
Ulrika Magnusson
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
International Comparisons ◽  
Language Education ◽  
Theory And Practice ◽  
Educational Goals ◽  
School Subject ◽  
Teacher Competences

This article focuses on language education policy for language learners in Sweden by building on a synthesis of findings from a research project on the school subject Swedish as a second language (SSL). The project was located in three upper secondary schools and one primary school with a large proportion of migrant students, of whom a majority studied SSL. We present previously published core findings, as well as revisit data for new analyses. The overarching aim is to contribute new knowledge on the complexities of arranging for sustainable, equitable and high-quality language educational provisions that include the teaching and learning of the language of schooling, through the lens of SSL. First, we outline and discuss the relatively unique design of SSL and discourses surrounding the subject, and also make some international comparisons with English as an Additional Language. Secondly, we discuss the role of pedagogical scaffolding of advanced literacy and literary content, and of multilingual aspects in SSL, as well as examine policy frictions in the data. We conclude by reflecting on the role of teacher competences and research methodology. Researching a second language subject is to stand in the crossroad of macro policy, the theory and practice of language education, and equity. All these aspects need to be considered to reach sustainable educational goals.

scholarly journals Advocating Mathematics Teacher Research Prowess for Improved Professionalism

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Joshua Abah ABAH
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Teacher Research ◽  
Theory And Practice ◽  
Teacher Professionalism

While serving in the field of practice, teachers have continued to hold to the view that research is an activity carried out by professional researchers based outside the basic schools. This is because traditionally, class teachers have never been expected to comment on the theory and practice of their work. However, recent push by the Teacher Research movement across the globe has emphasized teacher research as a process in which educators note problems in the context of their own schools and classrooms and propose investigative methods appropriate to address the problems. On this premise, this review first considers the ramification of mathematics teacher research in improving professionalism in the teaching and learning of mathematics. Secondly, teacher professionalism in mathematics education was given a detailed coverage. Thirdly, the task of mathematics teachers as researchers was considered. The role of higher education in nurturing fruitful collaborations with basic schools was discussed along with the implications of mathematics teacher research for classroom practice in Nigeria.

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