scholarly journals Mathematics Anxiety in Pre-Service Elementary Teachers and its Impact on their Teaching

2019 ◽  
Author(s):  
Anita Basso
Keyword(s):  
Elementary Teachers ◽  
Gender Stereotypes ◽  
Teaching Methods ◽  
Mathematics Anxiety ◽  
Teaching Practices ◽  
Math Anxiety ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
The Impact ◽  
The Relationship

Anxiety in pre-service elementary teachers (PSETs) often affects their views of mathematics as well as the practices and teaching methods they choose to use. Due to this, many PSETs often choose to use traditional teaching methods in the classroom which can have counteractive effects on their math anxiety (Harper & Daane, 1998; Olson & Stoehr, 2019; Tooke & Lindstrom, 1998). The goal of this paper is to better comprehend and discover the ways in which math anxiety in PSETs impacts their teaching and whether there are ways to limit these negative emotions about mathematics. Much of the research on this topic look at either PSETs’ beliefs/views or their teaching practices. The focus of this paper will be to analyze the relationship between their beliefs/views and their teaching such to look at how one influences the other or if they have a symbiotic relationship as well as looking at how one’s individual psychology influences these beliefs/views. Using a symbolic interactionist lens, the arguments provide evidence from the literature that looks at the relationships between people and others. Moreover, in touching upon these relationships, this paper also delves into gender issues and stereotypes that have influenced these relationships. The implications of this paper deal primarily with the impact of gender stereotypes on teaching and anxiety as well as what teaching practices are most favourable when looking at reducing anxiety levels in PSETs.

scholarly journals Zum Einfluss affektiver Faktoren auf den frühen Fremdsprachenerwerb im Elementarbereich durch den narrativen Ansatz

2018 ◽  
Vol 45 (1) ◽  
pp. 51-68
Author(s):  
Mariusz Jakosz
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Foreign Languages ◽  
Traditional Teaching ◽  
Internal Motivation ◽  
Traditional Teaching Methods ◽  
Language Courses ◽  
The University ◽  
The Impact

The article presents the impact of emotions on teaching children foreign languages. To this end, the results of a research project carried out under the auspices of the Institute of German Philology at the University of Silesia in Katowice are discussed. The project consisted in providing language courses at three kindergartens and one primary school. During those courses, German was taught as a foreign language using the storytelling approach. The project results led to the conclusion that, unlike traditional teaching methods, which are based on very limited input and intensive imitation, the teaching method used creates much more favourable conditions for the activation of innate language acquiring processes and takes the level of the children’s cognitive development into account to a larger degree. The objectives of the evaluation were – among other things – to determine how the storytelling approach affects children’s attitudes to a foreign language, whether it arouses their internal motivation for acquiring a foreign language, whether it contributes to building their confidence, and whether it stimulates their imagination and creativity.

A Different Perspective on Lecture Video-Streaming

2010 ◽  
Vol 1 (2) ◽  
pp. 50-60 ◽  
Author(s):  
Marco Ronchetti
Keyword(s):  
Video Streaming ◽  
Teaching Methods ◽  
Paradigm Shift ◽  
Teaching Practices ◽  
Traditional Teaching ◽  
Video Lectures ◽  
Traditional Teaching Methods ◽  
Lecture Video ◽  
On Line ◽  
The Way

In this paper, the author proposes a paradigm shift in the way video lectures are used in education. Instead of using them to support traditional teaching methods, the author suggests replacing standard lectures with video lectures, opening a space for a more participatory and interactive form of teaching that supports students in deeper understanding. In this paper, the author reviews the literature, discusses the effectiveness of video lectures, and describes a methodology called VOLARE (“Video On Line As Replacement of old tEaching practices”).

Distance learning during Covid-19 pandemic in Iran

DIALOGO ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 129-136
Author(s):  
Beata Pietkiewicz-Pareek
Keyword(s):  
Distance Learning ◽  
Education System ◽  
Teaching Methods ◽  
Comprehensive Analysis ◽  
The Internet ◽  
Traditional Teaching ◽  
Educational Methods ◽  
Telephone Interviews ◽  
Traditional Teaching Methods ◽  
The Impact

The article highlights the impact of the COVID-19 pandemic on Iranian schools. Education in Iran has relied heavily on traditional teaching methods. In a country such as Iran, affected by economic sanctions and wars, in addition to experiencing one of the world’s largest outbreaks of the coronavirus, the impact of the pandemic Covid-19 on its education system has been significant. Because of this, the education system has reorganized the popular traditional teaching and didactics methods by favoring distance learning work. The article is based on the comprehensive analysis of distance learning educational methods during the COVID-19 pandemic period using the online available documents, articles, and reports posted on the Internet and telephone interviews with Iranian teachers from March 2020 to August 2021.

Imparting OBE to the Younger Generation

2021 ◽  
pp. 27-41
Author(s):  
Padma S. ◽  
Pugazendi R.
Keyword(s):  
Teaching Methods ◽  
Teaching Practices ◽  
Teacher Assessment ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Cognitive Level ◽  
Assessment Technique ◽  
Global Standards ◽  
Traditional Teaching Methods ◽  
Time Update

Today's education scenario is exclusively towards OBE. The system is very much concerned about the outcome. Several modalities have been designed to provide the outcomes. Subjects are framed to meet the global standards. To enhance the learning, several teaching practices must be adopted. The cognitive level of the students differs from each other. The traditional teaching methods may not deliver the expected outcome. Updation in means of technology is required; at the same time update in the knowledge of teacher is also essential. In a nutshell, OBE concept can be achieved by framing a good syllabus, teaching methodology, teacher, assessment technique, and environment.

scholarly journals The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study

2020 ◽  
Vol 7 (1) ◽  
pp. 89 ◽  
Author(s):  
Homoud Mohammed N Alanazi
Keyword(s):  
Teaching Methods ◽  
Math Anxiety ◽  
Significant Negative Correlation ◽  
Primary School Children ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Traditional Teaching Methods ◽  
And Performance ◽  
Experimental Group

<p>This study investigates the effect of active recreational maths games (ARMG) on 1st grade male students’ maths anxiety and performance. The sample was divided into two groups: an experimental group (N=28), which was taught maths with ARMG in addition to traditional teaching methods, and a control group (N=30), which was taught with traditional teaching methods only. The ARMG consisted of 24 sessions taking place over a period of two months. Students participated in three sessions per week, each of which lasted 45 minutes. The findings revealed a significant negative correlation (r=-0.482; p&lt;0.05) between maths anxiety and students’ performance. A significant difference (α= 0.05) in maths anxiety and performance emerged between the experimental and control groups. The experimental group obtained lower maths anxiety scores and higher performance scores than the control group. Considering these results, the study proposes several recommendations and suggestions to develop maths teaching with ARMG.</p>

scholarly journals Research on the Impact of Multimedia Computer-based English Teaching in High School

2016 ◽  
Vol 11 (08) ◽  
pp. 33
Author(s):  
Tao Guo ◽  
Qijian Jia
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Teaching Methods ◽  
English Education ◽  
Classroom Teaching ◽  
Traditional Teaching ◽  
Language Abilities ◽  
Traditional Teaching Methods ◽  
Computer Based ◽  
The Impact

With the establishment of new curriculum standards, the study of English calls for “task based” learning. How to practically and effectively carry out reforms on English education and teaching in order to optimize the classroom teaching of this course, fully promote education for all-round development, cultivate the students for comprehensive language abilities and strengthen the guide on learning strategies as well as encourage them to develop their abilities for listening, speaking, reading and writing through experience, practice, discussions, cooperation, communication and exploration, has become key problems the teaching of English in high school that needs to be resolved urgently. Through the survey and research of the test materials, this paper offers some information about the outstanding advantages of multimedia computer-based classroom teaching by comparing with traditional teaching methods and provides empirical evidence for the effective application of modern teaching methods in classroom teaching.

scholarly journals Subject-Object of the Educational Process in the Realities of Contemporaneity, or IP Aliases → ∞

2018 ◽  
pp. 7-30 ◽  
Author(s):  
Tigran Marinosyan
Keyword(s):  
Education System ◽  
Teaching Methods ◽  
Ad Hoc ◽  
Educational Process ◽  
Traditional Teaching ◽  
Scientific Instruments ◽  
Traditional Teaching Methods ◽  
New Type ◽  
The Subject ◽  
The Relationship

The educational doctrine of The Great Didactic as one of the “grand narratives” (J.-F. Lyotard) suffered its complete setback as a result of events that took place in Paris in 1968. Students stopped believing in the correctness of the entrenched education system with its goals and ideals, and from the inside they “blew up” the “walls” of universities, which continued to follow the traditional teaching methods and content of the learning process. According to the author of this study, the ideological explosion inside the society in the form of a revolutionary riot of students of the Parisian universities in May 1968, who protested against the existing education system as a whole and against the current structure of the relationship between the actors of the educational process, served as a symbolic and actual end of the didactic era of John Amos Comenius and as a beginning of a new poststructuralist didactics. It is important to note that the destruction of the boundaries of the traditional educational space, which led to the emergence of a new type of university, was precisely due to the forces within the classroom curriculum. Today pedagogy is unable autonomously, through its own theories and scientific instruments to determine whom to teach because the student from the subject turns into a subject+, virtually migrating in the cyber-educational space through all sorts of gadgets, which form the prosthetic skeleton of the modern learners - schoolchildren, students. The trajectory of child’s education should not be rigidly determined by curricula and programmes. Teaching in the school should be organized by a teacher on the principle of “ad hoc.”

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