PROFESSIONALLY ORIENTED TEACHING OF MATHEMATICS AT SCHOOL IN ORDER TO INCREASE INTEREST IN THE SUBJECT BEING STUDIED

Federal State Educational Standards of Higher Education have designated a reorientation from the subject-knowledge education model to the competency-based one, when the goal is to develop students' personal and professional features with an emphasis on their autonomous learning. Universality and generality of requirements for the results of studying the bachelor’s programme in Pedagogical Education does not exclude, but assumes the subject’s orientation of the competencies formulated when implementing specific areas of training. This requires rethinking the functionality of all components of the training system, including the contents. It is the very aspect that remains insufficiently revealed for competency-based teaching of mathematics. The vector of a significant part of studies is directed towards the search for effective educational technologies. Meanwhile, continuity in nurturing competencies requires considering professional orientation on teaching-learning the subject. Reviewing mathematical contents is also vital as the proportion of students’ autonomous learning is getting increased. The article substantiates the role and significance of mathematical contents in arranging control of students' autonomous learning. Keeping in mind the priority of control’s teaching function, it is proposed to make up tasks that contribute to assessing not only knowledge, but also experiential and motivational components of competences.

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A Cooperative Plan to Share Objective-Type Test Items

Mathematics Teacher ◽

10.5951/mt.44.5.0302 ◽

1951 ◽

Vol 44 (5) ◽

pp. 302-306

Author(s):

Henry W. Syer

Keyword(s):

Standardized Tests ◽

Secondary Mathematics ◽

Test Items ◽

Type Test ◽

The Subject ◽

Teaching Of Mathematics ◽

Time And Energy ◽

Day By Day ◽

Objective Type ◽

The Ideal

Teachers have long been advised to build and use objective-type test items in their classroom tests in addition to the use of standardized tests which have been constructed and sold by outside authorities. Our own classroom tests reflect the particular topics which we, as teachers, and our students have found interesting and important for our particular class during a particular year. Purchased tests can never fully replace the class tests made and used by the teacher who has carried the class along through the day-by-day development of the subject. However, all who have tried know the time and energy which is required to formulate worthwhile test items in mathematics. Sometimes items which seemed good do not work out in practice at all. If we all had time the ideal procedure would be to use, analyze, revise, use, analyze and discard items in a growing file which would thus be constantly refined and improved. Few teachers have time to follow through such a procedure individually. The purpose of this report is to indicate a procedure which might facilitate the exchange of items concocted by individual teachers of secondary mathematics through the country so that these items could be used by others. The suggested plan is to establish a regular department in The Mathematics Teacher which will collect, classify and publish items supplied by teachers who have written and used them. There is no thought of standardizing the topics or procedure in the teaching of mathematics; the items will be displayed for use, but no teacher is urged to use them if they do not meet the objectives of a particular class. As time goes by this pool of items may contain many which test the same concepts, skills or other objectives. This is all to the good for the bigger the selection, the more interesting the shopping tour.

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Recent Advances in the Teaching of Mathematics

Mathematics Teacher ◽

10.5951/mt.9.3.0141 ◽

1917 ◽

Vol 9 (3) ◽

pp. 141-147

Author(s):

R. H. Henderson

Keyword(s):

Subject Matter ◽

Professional Training ◽

Recent Advances ◽

Vital Interest ◽

The Subject ◽

Teaching Of Mathematics ◽

Extended Discussion

In attempting a discussion of our subject, we are confronted by three possible lines of attack: First, what advances, if any, in the subject matter that is presented in the ordinary courses in mathematics; second, what improvements are to be noted in the methods of presentation of mathematical subjects to the classes; and third, what advancement is worthy of note among teachers of mathematics as to their professional training and fitness to be recognized as leaders in their chosen profession. Any one of these lines of thought is capable of extended discussion which exceeds the limits of this paper. We shall, therefore, set forth under each some points which appeal to us as worthy of presentation on a subject of such vital interest to us all.

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Methods of Learning Geometrical Theorems

The Mathematical Gazette ◽

10.1017/s0025557200020751 ◽

1933 ◽

Vol 17 (223) ◽

pp. 72-83

Author(s):

A.W. Siddons

Keyword(s):

Mathematical Knowledge ◽

School Work ◽

School Certificate ◽

The Past ◽

The Subject ◽

Teaching Of Mathematics ◽

Methods Of Learning ◽

Advance Mathematical

FIRST of all I should like to say that I am not responsible for the subject of this paper. Some member of the Association proposed that a discussion should be held on this subject and the Committee that arranges the programme for this meeting asked me to read a paper. This Association was founded a little over sixty years ago, mainly by schoolmasters, and its main object was to advance mathematical knowledge by improving the teaching of mathematics in schools, so that I am only too glad to welcome any discussion on actual school work, and I hope that what I have to say may provoke a discussion to which many of you will contribute. After promising to read the paper I sat down to consider what ground it should cover. It seems to me that the subject covers nearly the whole ground of geometry teaching up to the School Certificate stage, so the subject is wide. It will not be uninteresting to look at the past for a few minutes. I started teaching in the last century, and there was much teaching at that time that had made little advance since the date of the foundation of the A.I.G.T. But for a moment I will go back still earlier and tell you two stories of the middle of the last century

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The appraisal of mathematics teachers in Ghana

Journal of Educational Management ◽

10.47963/jem.v3i.385 ◽

2000 ◽

Vol 3 ◽

pp. 38-66

Author(s):

Jonathan A. Fletcher

Keyword(s):

Mathematics Teachers ◽

Secondary Level ◽

Secondary Mathematics ◽

Teacher Appraisal ◽

Appraisal System ◽

Secondary Mathematics Teachers ◽

Junior Secondary ◽

The Subject ◽

Teaching Of Mathematics ◽

Senior Secondary

Many mathematics teachers in Ghanaian secondary schools have little or no training in the teaching of mathematics, yet they teach the subject because of the shortage of mathematics teachers in Ghana. Such teachers and their trained counterparts, need professional help to enable them guide pupils learn the subject effectively and efficiently especially since the duration for pre-university education in Ghana has been cut by about five. This study aimed to; 1. Examine the nature of teacher appraisal in Ghana . 2. Examine the validity of existing methods of teacher appraisal in Ghana. 3. Determine which variables influence Ghanaian mathematics teachers' views about teacher appraisal and its ability to help them improve their competence of teaching mathematics. Of the 441 secondary mathematics teachers who participated in the study, 193 taught the subject at the junior secondary level and 248 taught it at the senior secondary level. In addition, 44 Ghana Education Service Officials and six heads of secondary schools who appraise mathematics teachers were sampled. Methods used included questionnaires, interviews and observation of appraisers at work. Highly significant relationships were found between mathematics teachers' perceived professional support and appraisal experience, mathematics teaching experience and professional status at the senior secondary level, and between received support and appraisal experience at the junior secondary level. The results indicated a dramatic difference between junior secondary and senior secondary mathematics teachers in their perception of the potential of the teacher appraisal system in Ghana to help them to improve their teaching of mathematics. Senior secondary mathematics teachers were generally more pessimistic about the potential of the appraisal system than their junior secondary counterparts. The study also showed that many education officials who appraise mathematics teachers have little or no training in secondary school mathematics teaching or its appraisal, yet the appraisal system for both formative and summative purposes require these officers to both "help " mathematics teachers improve their work and make judgements about their performance. These findings led to the conclusion that the teacher appraisal system in the Ghana Education Service is not valid. The implications of the findings are discussed.

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SOME WAYS OF INTEGRATED TEACHING OF MATHEMATICS AND NATURAL SCIENCES

Alatoo Academic Studies ◽

10.17015/aas.2020.202.04 ◽

2020 ◽

Vol 20 (2) ◽

pp. 35-42

Author(s):

Kochkonbai Murzabaev ◽

◽

Salidin Kaldybaev ◽

Keyword(s):

Modern Technology ◽

Natural Sciences ◽

Integrated Learning ◽

Integrated Education ◽

Technology In Teaching ◽

The World ◽

The Subject ◽

Teaching Of Mathematics ◽

High Level ◽

Integrated Study

This article discusses the possibilities of implementing intersubject communication through the integration of training. Integrated education requires teacher training for conducting high-level classes, searching for universal and interesting material, and using modern technology in teaching. Particularly productive is the integration of homogeneous objects, which provides an incentive for the formation of the younger generation. Nowadays, integrated learning is becoming a useful technology for student learning. With an integrated study of the subject, students can learn the world as a whole. Integrated learning broadens the students' thinking, encourages them to be active, rational, put their knowledge into practice and memorize this knowledge, humanism, tolerance, and education both pedagogically and psychologically.

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Teaching Mathematics: It's Time to Tell Some New Stories

Journal of Education and Christian Belief ◽

10.1177/205699710500900206 ◽

2005 ◽

Vol 9 (2) ◽

pp. 139-151 ◽

Cited By ~ 2

Author(s):

John Westwell

Keyword(s):

Mathematics Teaching ◽

Mathematics Classroom ◽

Human Life ◽

Teaching Mathematics ◽

Florence Nightingale ◽

Mathematics Educators ◽

The Subject ◽

Teaching Of Mathematics

A NUMBER OF mathematics educators have called in recent years for a ‘humanising’ of the teaching of mathematics and even of the subject itself. One important way in which this can be done is by recognising the importance of story in human life and understanding in general and in mathematics teaching in particular. Using as an example the story of Florence Nightingale and her rose statistical diagrams, three ‘stories within the story’ are identified: the ‘human-story’, the ‘mathematics-story’ and the ‘knowledge-story’. A way of making use of these within the mathematics classroom is suggested and areas for further research are identified.

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An Analysis Showing Where Guidance Might Be Helpful in the Teaching of Mathematics

Mathematics Teacher ◽

10.5951/mt.39.8.0351 ◽

1946 ◽

Vol 39 (8) ◽

pp. 351-353

Author(s):

Ann C. Peters

Keyword(s):

High School ◽

Social Development ◽

Subject Matter ◽

Mathematics Teacher ◽

Classroom Teacher ◽

School Population ◽

The Subject ◽

Teaching Of Mathematics

Accepting the thesis that through guidance children can be helped to live richly, we might well go further in stating that guidance and education are aspects of the same thing—the development of the whole individual. If guidance and education are the inseparable twins, then the task of directing personality, intellectual and social development falls heavily, indeed, upon the classroom teacher; for it is he who determines when the child and when the subject matter shall be taught. This, then, is the problem facing the classroom teacher of today, and the mathematics teacher in particular, as his complexities seem to have “varied directly as the increase of the high school population.”

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Problems in the Teaching of Mathematics

Mathematics Teacher ◽

10.5951/mt.23.6.0358 ◽

1930 ◽

Vol 23 (6) ◽

pp. 358-372

Author(s):

J. S. Georges

Keyword(s):

Secondary School ◽

School Mathematics ◽

General Nature ◽

Systematic Classification ◽

Secondary School Mathematics ◽

The Subject ◽

Teaching Of Mathematics ◽

Special Studies ◽

Mathematical Literature

The Purpose Of This study is to present a systematic classification of the mathematical literature which relates to the problems in the teaching of secondary school mathematics and which has been written during the last three decades. This literature consists of a large number and variety of articles published in numerous educational and mathematical journals, a smaller number of special studies dealing with specific problems, some books on the psychology and teaching of the subject, a few books of a general nature discussing the philosophical aspects of the concepts and principles of elementary mathematics, and unpublished theses. The collection and presentation of this vast material in a connected form is a much needed, though laborious and difficult, task. Its classification will be based upon three distinct, and at the same time inter-related principles: first, that there is a real need for a summary of the problems relating to the teaching of secondary school mathematics; second, that these problems should be analyzed in the light of available literature; and third, that the sources of references dealing with each problem should be brought together.

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The Coordination of the Teaching of Mathematics

Mathematics Teacher ◽

10.5951/mt.33.5.0216 ◽

1940 ◽

Vol 33 (5) ◽

pp. 216-220

Author(s):

Sophia H. Levy

Keyword(s):

Social Studies ◽

Secondary Schools ◽

The Hours ◽

School Day ◽

The Subject ◽

Teaching Of Mathematics

In our complicated world of today, when mathematics is needed more than ever before, it is being taught less. The trend towards giving more and more practical courses in secondary schools has created a definite competition for the hours of the school day. Courses in commercial subjects, shop work, and social studies, among others, have been expanded and intensified, while courses in mathematics have been diluted, postponed, or sometimes left out of the program entirely. Mathematics is not at fault, nor are the teachers at fault. The results, as stated by mathematicians, to be attained by the study of the subject are worthy ones, but it is true that these desirable aims are not always being achieved. And since the fault is not with mathematics, it must either be in the content of the courses offered or else in the methods of teaching them. The goal of all teachers in the field should be so to enhance the contents of their courses and so to improve the methods of teaching them that the aims of the study of mathematics will be more clearly realized and that its value will be more generally appreciated. Through coordination of the teaching of mathematics these goals will be more readily attained.

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