scholarly journals INSTRUCTIONAL PRACTICES OF SCIENCE TEACHERS IN RURAL LEARNING ECOLOGIES

2020 ◽  
Vol 19 (5) ◽  
pp. 780-803
Author(s):  
Olugbenga Adedayo Ige ◽  
Loyiso C. Jita
Keyword(s):  
Instructional Practices ◽  
South African ◽  
Science Teachers ◽  
Secondary School Teachers ◽  
Intervention Programme ◽  
Post Intervention ◽  
Learning Intervention ◽  
And Mathematics ◽  
Matriculation Examination ◽  
Mathematics And Science

The outcomes of IEA's Trends in International Mathematics and Science Study (TIMSS) conducted from 1995 to 2002 confirmed that there was no improvement in the learning outcomes of grade eight learners in Mathematics and Science. Additionally, the failure rate in Mathematics at the National Senior Certificate (NSC) Matriculation examination has increased from 2008 to 2018 in South African schools. It was consequent on this decline in performance that the South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education developed a short learning intervention programme for Mathematics teachers in South Africa in 2013 and 2014. This research reports post-intervention instructional practices of five teachers at Reitz who took part in the intervention programme. The teachers took part in the training workshops that were orgnised for participants at the University of the Free State, implemented the knowledge acquired from the programme in their respective schools, and compiled an evidence portfolios of their post-intervention instructional practices. The portfolios of evidence submitted by the teachers were thus analysed to give voice and meaning to their post-intervention instructional practices and reflections. The analyses provide evidences of which aspects of their instructional delivery worked well while other aspects did not work well. Keywords: evidence portfolios, instructional practices, science education, short learning intervention programme, secondary school teachers

scholarly journals SOUTH AFRICAN TEACHERS’ MATHEMATICAL KNOWLEDGE: REFLECTIONS FROM SHORT LEARNING INTERVENTION PROGRAMME (SLIP)

2019 ◽  
Vol 77 (6) ◽  
pp. 705-721
Author(s):  
Loyiso C. Jita ◽  
Olugbenga Adedayo Ige
Keyword(s):  
South African ◽  
Content Knowledge ◽  
Lesson Study ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Study Groups ◽  
Intervention Programme ◽  
Knowledge For Teaching ◽  
Learning Intervention ◽  
And Mathematics

This qualitative research reports the results of a short learning intervention programme conducted by South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education to enhance the mathematical knowledge of teachers in some South African schools. The short learning programme comprised the fostering of teachers’ mathematical knowledge and the formation of lesson study groups to apply the knowledge gained from the intervention programme in different schools in the country. The sample comprised 53 male and 72 female Mathematics teachers who were nominated from several school districts in the country. The participants were trained using Mathematical Knowledge for Teaching (MKT) which included the topics of probability/ratio and proportion (grades 1-9). The MKT consisted of these sets of expertise: Common Content Knowledge (CCK), Specialised Content Knowledge (SCK), Knowledge of Contents and Students (KCS), and Knowledge of Content and Teaching (KCT). The lesson study groups applied the knowledge acquired from the short learning intervention programme to engage in group activities, lesson studies, and to report the major challenges in doing the lesson studies. This model research comprised three stages: the first stage involved active participation in the workshops that took place at the University of the Free State; the teachers that attended the training workshops implemented the knowledge gained in the respective schools in their districts in the second stage; and the third stage involved the compilation and submission of a Portfolio of Evidence (PoE) by the teachers that participated in the training workshops. Keywords: mathematical knowledge, short learning intervention programme, South African teachers.

scholarly journals THE IMPORTANCE OF NATURAL SCIENCE AND MATHEMATICS TEACHERS COLLABORATION

2014 ◽  
Vol 11 (2) ◽  
pp. 4-6
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Mathematics Teachers ◽  
Natural Science ◽  
Mathematics Teaching ◽  
And Mathematics ◽  
Natural Science Education ◽  
Science And Mathematics Teachers ◽  
Mathematics And Science

It is obvious, that collaboration plays an increasing role among science and mathematics teachers. It is quite useful if different ideas on science and mathematics teaching are shared among teachers. Teachers have better opportunities to experience collaboration. The collaborative process supports the transdisciplinarity of science and mathematics teaching. Teachers are able to develop an understanding of how mathematics and science concepts can be taught in creative, playful and effective way. The project MaT²SMc is implemented in the frame of EU Lifelong Learning Programme. The main idea of the project is to find a way to increase students' motivation to learn in the key subjects mathematics and science. From one side, mathematics teachers should understand that there is a meaningful and realistic context to use mathematics. From the other side, science teachers should understand that the mathematics competences required for more effective science teaching and learning. In such a context the collaboration of science and mathematics teachers is very relevant. Currently it is obvious that mathematics and natural science teachers‘ collaboration on integration purposes at school is limited by some factors. Collaboration of mathematics and natural science teachers should be expanded, for this purpose, it is necessary to create all necessary conditions and didactic providing (support). It is obvious, that collaboration of mathematics and science teachers is important for improvement of quality of natural science education. Key words: collaboration, quality of natural science education, science and mathematics teaching.

Book Review: An Ambitious Undertaking: Countering Mathematics and Science Teachers' Resistance to Teaching for Diversity: A Review of Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy

2009 ◽  
Vol 40 (4) ◽  
pp. 466-472
Author(s):  
Jo Clay Olson
Keyword(s):  
Science Teachers ◽  
Teacher Educators ◽  
Culturally Relevant ◽  
Teaching Practice ◽  
Diverse Classrooms ◽  
Lead Teachers ◽  
Success Stories ◽  
And Mathematics ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Inspirational stories about teachers who are able to transform students' lives pepper the literature (e.g., Ladson-Billings, 1994). Ladson-Billings described characteristics of culturally relevant teaching and then explored the stories of three teachers who enacted a personal pedagogy that led to high achievement among African American students. Stories such as these provide insights and can lead teachers to change aspects of their teaching practice. At times, teachers may be transformed by these success stories and radically change their actions. However, when teachers enact a new practice without an ideological shift in beliefs, the change is often superficial and may not result in the desired vision (Ball, 1992; Cohen, 1990; Fennema & Nelson, 1997). The question arises, how can teacher educators and professional developers help both practicing and prospective science and mathematics teachers recognize the need for culturally relevant pedagogy when science and mathematics are often considered devoid of culture?

Poles, Parking Lots, and Mount Piton: Classroom Activities that Combine Astronomy, History, and Mathematics

2006 ◽  
Vol 100 (2) ◽  
pp. 94-99
Author(s):  
Seán P. Madden ◽  
Jocelyn M. Comstock ◽  
James P. Downing
Keyword(s):  
Science Teachers ◽  
School Curriculum ◽  
The Moon ◽  
High School Curriculum ◽  
Classroom Activities ◽  
The Earth ◽  
And Mathematics ◽  
High Degree ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

How big is the earth? How far away is the moon? How big is the moon? How tall are the mountains on the moon? These wonderfully naïve questions have been asked for centuries by children and astronomers alike. A great bonus for mathematics and science teachers is that with basic concepts from the high school curriculum and data that students can collect themselves, these questions can be answered to a high degree of accuracy.

scholarly journals BRIDGING COURSES FOR MATHEMATICS AND SCIENCE PRE-SERVICE TEACHERS: INTERNATIONAL PROJECT “BRIDGE2TEACH”

2020 ◽  
Vol 26 (1) ◽  
pp. 4-13
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Natural Science ◽  
International Project ◽  
Science Knowledge ◽  
Actual Problem ◽  
Course Content ◽  
Study Programme ◽  
And Mathematics ◽  
Mathematics And Science

Qualitative preparation of pre-service teachers remains an actual problem. Appropriate school preparation is important for studying at university. This is very actual for future natural science teachers because the candidates of very different knowledge and ability level enter Lithuanian (and not only) universities. Such condition is presupposed by Lithuanian (and not only) general secondary education system because all natural science subjects (physics, chemistry and biology) are compulsory up to the 10th form, and in the 11th -12th (3rd -4th gymnasium) classes, only one of all natural science subjects is compulsory, or an integrated natural science course. Besides, students taking into consideration their needs and inclinations can choose general or extended natural science – biology, chemistry or physics course. Five university scientist groups carrying out an international project “Developing Bridging Courses for Mathematics and Science Teacher Students/Bridge2Teach/” started solving this problem. The aim of the project is to create, test and develop the bridging courses designed for the preparation of mathematics and natural science teachers. In this way, it is sought to do away with the gap between what was learnt at school, and what is necessary starting the studies at university. In Siauliai university, for the pre-srvice Integrated natural science teacher knowledge consolidation, 12 ECTS credits course Holistic natural phenomena conception is foreseen in the programme, by which, filling the gaps in natural science knowledge, it is sought to form entire, holistic world cognition, to motivate students for deeper natural science understanding and interpretation, to awaken willingness to explore. The studies of this course are organised so that every student should have a possibility to acquire lacking natural science knowledge, to extend it, and to actualise. All Siauliai university study programme Integrated natural science pedagogy students, having participated in the survey, unanimously pointed out that having started studies at university, at a different level they felt gaps in natural science and mathematics knowledge and abilities. As the main solution way of such a problem, the students indicated bridging course organisation for the first course students, accentuating that for successful studies at university, general and even extended mastering of the school course is necessary. Having generalised teachers’ who participated in the expert survey answers about bridging courses for students in natural science and mathematics and their need, one can claim that students, who enter higher education, have school knowledge gaps, which could be at least partly fulfilled by properly prepared and realised bridging courses. Lecturers experts claim that bridging course content depends on the chosen study direction (even on the study programme) because, basically, the necessary knowledge for the students having chosen different study programmes differs. They accentuate that such course demand for every future student should be individual; they note that to include such course in study programmes is problematic. Keywords: bridging course, international project, mathematics course, science course, science education.

scholarly journals Why Become a Teacher? Exploring Motivations for Becoming Science and Mathematics Teachers in Australia Science and Mathematics Teachers in Australia

2021 ◽  
Vol 46 (3) ◽  
pp. 1-19
Author(s):  
Chrystal Whiteford ◽  
◽  
Nick Kelly ◽  
Les Dawes ◽  
◽  
...  
Keyword(s):  
Science Teachers ◽  
Mathematics Teachers ◽  
Subject Area ◽  
Parental Occupation ◽  
Policy Makers ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Mathematics And Science Teachers ◽  
Insight Into ◽  
Mathematics And Science

There is an identified shortage of mathematics and science teachers across Australia and many of these teachers leave the profession within 3 to 5 years of graduating. This paper provides important insights on what motivates people to become science and mathematics teachers in Australia. Data drawn from two surveys, one investigating why students might become a teacher and the other examining why teachers joined the profession, are explored to provide unique insight into an area of need. Using descriptive statistics and Spearman’s rho, results suggest contribution to society and love of subject area to be among the top motivators for becoming a teacher. Financial reward and parental occupation were found to be less selected motivators. Although differences existed between the two cohorts suggesting motivations may change, similarities provide focus for future recruitment and retention of science and mathematics teachers for higher education institutions and education policy makers.

Projects: UTeach: Secondary Science and Mathematics Teacher Preparation Program

2001 ◽  
Vol 94 (9) ◽  
pp. 797
Author(s):  
Gina Foletta
Keyword(s):  
Science Teachers ◽  
The United States ◽  
College Of Education ◽  
Teacher Preparation Program ◽  
Independent School District ◽  
Austin Independent School District ◽  
And Mathematics ◽  
New Generation ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

The UTeach program, funded by the National Science Foundation, constitutes a joint effort of the College of Natural Sciences, the College of Education, and the Austin Independent School District to recruit, prepare, and support a new generation of mathematics and science teachers for Texas and for the United States.

Trends in International Mathematics and Science Study and gendered math teaching in Kuwait

2017 ◽  
Vol 15 (3) ◽  
pp. 327-340 ◽  
Author(s):  
Fatimah Ahmad ◽  
Heather Greenhalgh-Spencer
Keyword(s):  
Education Research ◽  
Math Education ◽  
Math Performance ◽  
Science Study ◽  
Science Technology ◽  
Women And Girls ◽  
Math Teaching ◽  
And Mathematics ◽  
Mathematics And Science

This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in math. These Westernized discourses stand in contrast to the discourses in Kuwait that normalize women and girls as outperforming boys in all subjects – including all science, technology, engineering and mathematics subjects. As our study shows, the reality is more complex. And, while the reality is more complex, we yet lack the discourses to understand this complexity.

scholarly journals Continued professional development of teachers to facilitate language used in numeracy and mathematics

2012 ◽  
Vol 59 (1) ◽  
Author(s):  
Anna-Maria Wium ◽  
Brenda Louw
Keyword(s):  
Professional Development ◽  
South African ◽  
Language Use ◽  
Learning And Teaching ◽  
Rural And Urban ◽  
Mathematical Problems ◽  
Standard Terminology ◽  
Urban Contexts ◽  
And Mathematics ◽  
Performance Teachers

Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD) programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups, reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching  (LoLT). Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers.

Sign in / Sign up

Export Citation Format

Share Document