scholarly journals Opinions and Suggestions of Classroom Teachers in Online Mathematics Education During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Veli TOPTAŞ ◽  
Büşra USLUOĞLU ◽  
Gökhan ŞENGÜN
Keyword(s):  
Mathematics Education ◽  
Classroom Teachers ◽  
Online Mathematics

Electronic Resources for Online Mathematics Primary Education – Specifics, Types, Quality

2021 ◽  
Vol LXIV (1) ◽  
pp. 62-83
Author(s):  
Lyubka Aleksieva ◽  
Keyword(s):  
Mathematics Education ◽  
Online Education ◽  
Primary School ◽  
Primary Teachers ◽  
Theoretical Research ◽  
Future Research ◽  
Electronic Resources ◽  
Learning Content ◽  
Online Mathematics

This paper presents a theoretical research on electronic resources provided for mathematics education in primary school including online education, which has become ubiquitous as a result of the COVID-19 pandemic. Various aspects and forms of application of e-resources in mathematics education are explored in the literature, but the issue of their quality is less studied. E-resources potential to dynamically illustrate the mathematical learning content is defined as their main advantage, but this potential could be realized only in compliance with the principles of multimedia, as well as the requirements for accessibility, ergonomics and visual design. Therefore, in this study the parameters for the quality of e-resources for mathematics education in primary school are derived and specific criteria and requirements for their quality are proposed. Thus, in addition to providing a basis for future research, this paper could serve to primary teachers as a guide for measuring the quality of e-resources that they select or create for online mathematics education.

scholarly journals Teachers’ Opinions on Conducting Mathematics Education Online and Recommendations on Improving Its Quality

2021 ◽  
Vol 33 (1-3) ◽  
Author(s):  
Hediye Sarikaya Yeti
Keyword(s):  
Mathematics Education ◽  
Private University ◽  
Faculty Members ◽  
Computer Usage ◽  
Research Participants ◽  
Mixed Pattern ◽  
Education Process ◽  
Online Form ◽  
Online Mathematics

ABSTRACT This research aims to determine lecturers’ views on online mathematics education and to get suggestions for its improvement. The participants of the study consist of 15 people who work as instructors in a private university. In the study, the quantitative-qualitative mixed pattern model was used. The data were collected from the participants with the help of an online form containing questions about sex, age, pedagogy status, computer usage levels and ten questions related to research. Participants expressed many positive and negative opinions on the online mathematics education process. Responses were analyzed as the opinions of the lecturers with/without pedagogical formation. According to the data obtained, faculty members with pedagogical formation argue that online mathematics education is appropriate in all aspects; however, those without a pedagogical formation are often against online mathematics education. Recommendations developed as a result of the findings are presented at the end of the study.

scholarly journals An instrumental orchestration for online course at the university level

Apertura ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 22-37
Author(s):  
José Orozco-Santiago ◽  
◽  
Carlos Armando Cuevas-Vallejo ◽  
Keyword(s):  
Mathematics Education ◽  
Engineering Students ◽  
Dynamic Geometry ◽  
Dynamic Geometry Environment ◽  
Synchronous Mode ◽  
Instrumental Orchestration ◽  
Video And Audio ◽  
The University ◽  
Eigenvalue And Eigenvector ◽  
Online Mathematics

In this article, we present a proposal for instrumental orchestration that organizes the use of technological environments in online mathematics education, in the synchronous mode for the concepts of eigenvalue and eigenvector of a first linear algebra course with engineering students. We used the instrumental orchestration approach as a theoretical framework to plan and organize the artefacts involved in the environment (didactic configuration) and the ways in which they are implemented (exploitation modes). The activities were designed using interactive virtual didactic scenarios, in a dynamic geometry environment, guided exploration worksheets with video and audio recordings of the work of the students, individually or in pairs. The results obtained are presented and the orchestrations of a pedagogical sequence to introduce the concepts of eigenvalue and eigenvector are briefly discussed. This work allowed us to identify new instrumental orchestrations for online mathematics education.

What's Going On…

1974 ◽  
Vol 21 (7) ◽  
pp. 599-600
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Early Childhood Education ◽  
Learning Experiences ◽  
Early Learning ◽  
Concept Development ◽  
Classroom Teachers ◽  
Early Childhood Mathematics ◽  
Affective Development ◽  
Childhood Education

Classroom teachers, curriculum spectal ists, administrators, and others interested in early childhood mathematics education are Invited to attend the NATIONAL LEADERSHIP CONFERENCE ON MATHEMATICS FOR EARLY CHILDHOOD to be held 23–25 January 1975 in Reston, Virginia. The conference, planned by the Association for Childhood Education International (ACEI) and the NCTM, will explore ways to he lp teachers (1) mathematize the young child's environment; (2) understand the child's cognitive, language, and affective development with respect to mathemat ical learning; (3) assess the child's level of concept development in order to plan appropriate mathemat ical learning experiences for him; (4) understand the importance of continuity in early learning expe riences; and (5) review and analyze recent research relevant to mathemat ics in early childhood education. For further information, write to the NCTM Headquarters Office, 1906 Association Drive, Reston, VA 22091.

Research Advisory Committee: Reflecting on Practice: New Directions for NCTM Research Sessions

1994 ◽  
Vol 25 (4) ◽  
pp. 371-374
Keyword(s):  
Mathematics Education ◽  
Advisory Committee ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Classroom Teachers ◽  
College Teachers ◽  
Teachers College ◽  
New Directions ◽  
Staff Developers ◽  
Mathematics Teaching And Learning

There are many communities that are vital to the improvement of mathematics education—among them, classroom teachers, college teachers, staff developers, curriculum supervisors, mathematicians, and researchers. These communities all have important contributions to make to the ongoing reform of mathematics teaching and learning, but they do not always have language, mechanisms, or opportunities to communicate with each other.

Implementing The K–4 Mathematics Standards in Kentucky

1993 ◽  
Vol 41 (3) ◽  
pp. 166-169
Author(s):  
William S. Bush
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
School Administrators ◽  
Department Of Education ◽  
University Faculty ◽  
Classroom Teachers ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
The Past ◽  
Education Of Students

The state motto of Kentucky is “United We Stand—Divided We Fall.” Never has this creed been so evident than through the recent statewide mathematics education reform efforts in grades K–4. Over the past two years, university faculty, classroom teachers, school administrators, public policymakers, the Kentucky Department of Education, and corporations have developed partnerships to initiate systemic changes in the mathematics education of students in grades K–4. These groups banded together to enact for Kentucky the vision set forth by the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989).

From the Classroom: Facts + Fun = Fluency

2005 ◽  
Vol 12 (1) ◽  
pp. 8-11
Keyword(s):  
Mathematics Education ◽  
Classroom Teachers ◽  
Computational Fluency ◽  
Use Of Time ◽  
Mathematics Skills ◽  
Basic Facts

How many times have we heard our students' mathematics skills and mastery of basic facts called into question? This topic arises in conversations with both parents and colleagues because of the role that basic facts played in their own mathematics education. Our challenge as classroom teachers is to provide students with activities that will help them improve their computational fluency but also are engaging, make efficient use of time, and are self-motivating. This article shares several activities that have proven successful in my own classroom and are easily adaptable to different age levels of children. Contig, the 24 Game, and Number Jumbler have been favorites of my students for more than ten years.

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