Asessing Hyphotetical Learning Trajectory of Mathematics Teachers

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Atikah Sari ◽  
Badria Julianti
Keyword(s):  
Mathematics Teachers ◽  
School Teacher ◽  
Mathematics Learning ◽  
Learning Trajectory ◽  
Teaching Mathematics ◽  
Learning Needs ◽  
Case Study Method ◽  
Teaching Materials ◽  
5Th Grade

The purpose of this study is to provide an alternative for teachers in preparing teaching materials adapted to track students' mathematics learning in the classroom. This study is a qualitative research with case study method with data collection is a triangulation technique that focuses on 13 people of 5th grade elementary school teacher. The results showed that Hyphotetical Learning Trajectory greatly assist teachers in planning their mathematics teachings, especially in developing teaching materials in a coherent, logical, contextual, and cutting-edge, so that the learning is given to more effectively and efficiently. It was also revealed that the practice of teaching mathematics teacher in the classroom along with lesson plans they have prepared beforehand. Based on the implementation of Hyphotetical Learning Trajectory on mathematics teachers, it can be concluded that the knowledge and skills of teachers in teaching mathematics were well developed; the materials presented are in-depth; it can identify students’ learning; it can anticipate the strategy, representation, and misconceptions of students, so that it can provide an inclusive appropriate the learning needs of their students.

scholarly journals Development and Evaluation of MANGA Case-Study Method Teaching Materials to Foster Skills to Plan Cooperative Learning

2019 ◽  
Vol 60 (1) ◽  
pp. 53-69
Author(s):  
Takafumi DAIKOKU ◽  
Tomokazu YAMAMOTO ◽  
Hideko KURODA ◽  
Makiko TAKENAKA ◽  
Akiko DEGUCHI ◽  
...  
Keyword(s):  
Cooperative Learning ◽  
Case Study Method ◽  
Teaching Materials

Analyzing the Determinants of Teachers’ Mathematics Teaching Competencies in Upper Primary Phase: Evidence from Namibia

2015 ◽  
Vol 2 (4) ◽  
pp. 35-47 ◽  
Author(s):  
Geoffrey Nambira
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Primary Phase ◽  
Teaching Mathematics ◽  
Teaching Materials ◽  
Teaching Competencies ◽  
Training Programmes

The purpose of this study was to assess the extent to which predictors of teachers’ competencies in teaching mathematics predict the outcomes of mathematics performance among learners at upper primary phase. The determinants were namely gender, teaching experience, region, qualification, and fields of study exert effect on teachers’ competencies in lesson planning and preparation, assessment and evaluation of learners, lesson delivery, the use of teaching strategies, the quality of homework, and the availability of teaching materials. The generic understanding of the impacts of predictors of teaching competencies on learners’ performance significantly informs the development of training programmes components, and teaching and learning processes across the schooling system. Shulman’s theory of teacher content and pedagogical knowledge underpinned the study. The study comprised of holistic samples of 117 mathematics teachers at upper primary phase teachers from 39 schools. The selection of three schools from each region followed three criteria, namely outstanding, moderate, and lower performances in Grade 10 examination. Data is collected from classroom observation and analysis of relevant documents. The findings show that predictor variables such as gender, teacher qualification, teaching experience, field of study, and region exerted effects on the way teachers plan and prepare the lesson, deliver the lesson, assess and evaluate learners, use the teaching materials, and the quality of work. Teachers who specialized in mathematics were more competent in mathematics teaching. The results presuppose that predictors of teachers’ competencies in teaching mathematics are essential for improving teaching and learning of mathematics in schools. The outcome of this study is beneficial to education officials who are directly responsible for coordinating the teaching of mathematics in schools and the allocation of teaching subjects, particularly mathematics. The findings showed that a number of teachers were not trained mathematics. This was an indication of the existing shortage of mathematics teachers in schools nationally. Untrained mathematics teachers negatively influenced learners’ performance. These outcomes implied that education planners at the national, regional and district levels should set up strategies on how to increase the production of mathematics teachers nationally in order to meet the demand of such teachers in schools.

scholarly journals Application of the concept of reflection in majejahitan activity by Bali Mulia society

2020 ◽  
Vol 1 (1) ◽  
pp. 13-20
Author(s):  
Jero Budi Darmayasa ◽  
Wahyudin Wahyudin ◽  
Tatang Mulyana
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Data Collection ◽  
Mathematics Learning ◽  
Research Data ◽  
School Mathematics ◽  
Case Study Method ◽  
Mathematical Concepts ◽  
Exploration Phase

This research is qualitative research with case study method. The focus of this research is to explore the value of ethnomathematics in the culture of the Bali Mula society in the Kintamani sub-district, Bali Province. The research starts from the exploration phase of ethnomathematics, mapping ethnomathematics with school mathematics, explores aspects of pedagogy in the preservation of ethnomathematics and concludes on how ethnomathematics is applied to mathematics learning in schools. Data collection was carried out through observation of Mejejahitan activities carried out by Bali Mula women. Data from observations are then linked to the results of documentation analysis and strengthened by the results of interviews. The triangulation method is carried out to check the validity of the research data. Based on the results of data analysis there is a relationship between the activities of Mejejahitan with school mathematics. The mathematical concepts contained in the Majejahitan activity that is reflecting (reflecting) and predicting or predicting patterns. Because there is a relationship between Majejahitan activities with school mathematics, it can be said that there are ethnomathematics values in the culture of the Bali Mula society in Kintamani District, Bali Province.

scholarly journals Implementasi Konsumsi Islami Pada Pengajar Pondok Pesantren (Studi Kasus Pada Pengajar Pondok Pesantren Al Aqobah Kecamatan Diwek Kabupaten Jombang)

2015 ◽  
Vol 1 (9) ◽  
pp. 610
Author(s):  
Bagus Baidhowi ◽  
Irham Zaki
Keyword(s):  
Everyday Life ◽  
School Teacher ◽  
Sampling Technique ◽  
Boarding School ◽  
Qualitative Approach ◽  
Population Characteristics ◽  
Case Study Method ◽  
Descriptive Case Study ◽  
Balance System

This study aims to determine the application of Islamic consumption by Al Aqobah Boarding School teacher in Diwek Subdistrict, Jombang District.This study used a qualitative approach with descriptive case study method. The population characteristics of this study are the teachers of Al Aqobah Boarding School in Diwek Subdistrict, Jombang District. The teachers of Al Aqobah Boarding School who know and understand the consumption according to Islam are people who implement Islamic consumption in his life, the teacher/ustadz and ustadzah who has been teaching at Al Aqobah boarding school at least 2 years. The number of samples in this study was six informants. The sampling technique used was purposive sampling.Based on the results of this study showed that Al Aqobah boarding school teacher in Diwek Subdistrict, Jombang District, has implemented the Islamic consumption legally (halal); they are not extravagant not only in spending wealth but also in living luxury and showing assets. They can also make the balance system between worldly and hereafter consumption.Moreover, the suggestion for all of people in Al Aqobah boarding school and also the teachers are expected to continue teaching the consumption which is true to Islam, apply in everyday life, and provide appropriate examples to the students. For further research, it is expected to examine the same topic with more in depth details about the implementation of Islamic consumption on other aspects that are more specific.

scholarly journals Mathematical Critical Thinking Skill of Madrasah Ibtidaiyah Students On Cubes and Beam Volumes Material

2020 ◽  
Vol 12 (1) ◽  
pp. 1-14
Author(s):  
Anas Salahudin ◽  
Inne Marthyane Pratiwi ◽  
Syaeful Hidayat
Keyword(s):  
Critical Thinking ◽  
Mathematical Thinking ◽  
Analysis Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Trajectory ◽  
Case Study Method ◽  
School Students ◽  
The Subject

This research-based on the findings that elementary school students already have mathematical critical thinking skills but have not reached the whole stage of the skills. Critical thinking skills of mathematics is essential for students because critical mathematical thinking can solve the problems and as a consideration to make decisions. This research aims to: (1) explore the critical thinking skills of mathematics of the subject of the volume of cubes and beams; (2) to determine student's difficulties in solving mathematical critical thinking skills test questions on the subject of the volume of cubes and beams. The research used a case study method of 28 students in one of the Islamic elementary schools in Bandung Regency. The data collected in the form of qualitative data obtained through tests of mathematical critical thinking skills, interviews, and document analysis. Data analysis techniques used thematic analysis by analyzing students' learning trajectory. The results showed that most students were still in the low category in the ability of critical thinking. As for the difficulties experienced by students, namely in providing simple explanations and working on problems that are not systematic. For this reason, the improving of students' mathematical critical thinking skills need further research.

scholarly journals TEORI KOGNITIF BRUNER DALAM PEMBELAJARAN MATEMATIKA

2021 ◽  
Vol 5 (2) ◽  
pp. 87
Author(s):  
Ahmad Hatip ◽  
Windi Setiawan
Keyword(s):  
Learning Theory ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Cognitive Theory ◽  
Mathematics Learning ◽  
Cognitive Learning ◽  
Teaching Mathematics ◽  
Learning Mathematics ◽  
Cognitive Learning Theory

ABSTRAK Artikel ini menganalisis bagaimana mengaplikasikan teori kognitif Bruner dalam pengajaran matematika berdasar teori pembelajaran penemuan. Melalui analisis pembelajaran kasus matematika, tujuan dari pengajaran matematika adalah untuk memungkinkan siswa menguasai struktur pengetahuan matematika secara komprehensif. Guru matematika harus aktif menciptakan kondisi dalam mengajar, dan membimbing siswa untuk menemukan dan belajar aktivitas langsung, pemikiran dan representasi. Dari akuisisi pasif pengetahuan menjadi penemuan aktif mandiri, sehingga siswa menjadi objek utama belajar matematika. Kata kunci : Kognitif Bruner,  Teori Belajar, Pembelajaran Matematika ABSTRACT This article analyzes how to apply Bruner's cognitive theory of discovery in teaching based on learning theory. Through the analysis of mathematics case learning, the aim of teaching mathematics is to help students master mathematical knowledge comprehensively. Mathematics teachers must actively create conditions in teaching, and guide students to discover and learn direct activity, thinking and representation. From the acquisition of knowledge to independent active discovery, so that students become the main object of learning mathematics. Keywords : Bruner's Cognitive, Learning Theory, Mathematics Learning

Development and Transfer of TPACK From Pre-Service to In-Service Experience for a Special Education Elementary School Teacher

2019 ◽  
pp. 173-198
Author(s):  
Aleksandra A. Kaplon-Schilis ◽  
Irina Lyublinskaya
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Instructional Strategies ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Learning Trajectory ◽  
Graduate Course ◽  
Factors Affecting ◽  
Partial Transfer

This case study analyzed the TPACK development and a learning trajectory of a single pre-service special education elementary school teacher during TPACK-based graduate pedagogy course and TPACK transfer from this course to the teaching during induction year. The case study was guided by the following research questions: 1) What instructional strategies and experiences in the graduate pedagogy course supported TPACK development of this pre-service teacher? and 2) What are the internal and external factors affecting TPACK transfer for this teacher? The study showed that TPACK level of the participant increased to exploring level of TPACK throughout the graduate course, but regressed to Adapting level during first year of teaching showing partial transfer of TPACK. The study described course experiences and instructional strategies that supported preservice teacher's TPACK development in the graduate course and identified some external and internal factors that could have affect the transfer of TPACK from college classroom to teaching.

scholarly journals Using multiple metaphors and multimodalities as a semiotic resource when teaching year 2 students computational strategies

2017 ◽  
Vol 30 (4) ◽  
pp. 383-406 ◽  
Author(s):  
Paula Mildenhall ◽  
Barbara Sherriff
Keyword(s):  
Primary School ◽  
Professional Learning ◽  
Mathematics Instruction ◽  
School Teacher ◽  
Learning Experiences ◽  
Primary School Teacher ◽  
Teaching Mathematics ◽  
Multimodal Learning ◽  
Video Case Study

Abstract Recent research indicates that using multimodal learning experiences can be effective in teaching mathematics. Using a social semiotic lens within a participationist framework, this paper reports on a professional learning collaboration with a primary school teacher designed to explore the use of metaphors and modalities in mathematics instruction. This video case study was conducted in a year 2 classroom over two terms, with the focus on building children’s understanding of computational strategies. The findings revealed that the teacher was able to successfully plan both multimodal and multiple metaphor learning experiences that acted as semiotic resources to support the children’s understanding of abstract mathematics. The study also led to implications for teaching when using multiple metaphors and multimodalities.

scholarly journals The time is out of joint. Teacher subjectivity during COVID-19

2021 ◽  
Author(s):  
Alessandro Ramploud ◽  
Silvia Funghi ◽  
Maria Mellone
Keyword(s):  
Distance Education ◽  
Mathematics Education ◽  
Primary School ◽  
Mathematics Teachers ◽  
Theoretical Approach ◽  
Mathematics Teacher ◽  
Teacher Practice ◽  
School Teacher ◽  
Primary School Teacher

AbstractIn this study, we address the issue of mathematics teachers' personal and professional responsiveness to changing circumstances, such as the shift in external demands made on teacher practice due to the COVID-19 pandemic. For investigating a such delicate issue, we take a theoretical approach, which is quite novel in the field of mathematics education: Lacan's psychoanalytical lens. Specifically, we will use this psychoanalytical lens to analyze a case study focusing on a primary school teacher during the first lockdown in Italy, during which school was organized exclusively in the form of distance education. The analysis of the teacher’s crisis and the strategies she adopted to overcome this crisis give some suggestions about possible directions and issues to consider for future mathematics teacher training proposals.

scholarly journals A Comparative Research on Proving: The Case of Prospective Mathematics Teachers

2019 ◽  
Vol 9 (4) ◽  
pp. 92
Author(s):  
Gülçin Oflaz ◽  
Kübra Polat ◽  
Duygu Altaylı Özgül ◽  
Mario Alcaide ◽  
José Carrillo
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
State Universities ◽  
Teaching Mathematics ◽  
Structured Interviews ◽  
Mathematical Proofs ◽  
Second Year ◽  
Prospective Mathematics Teachers

It is of critical importance, in particular, for mathematics teachers who will teach future generations to understand and do mathematical proofs. It is important to determine future teachers' beliefs about and difficulties with proofs because their knowledge of this issue affects their teaching. This study aims to determine and compare the proof schemes of prospective mathematics teachers from two state universities, one in Turkey and the other in Spain. The case study was conducted within this study. The participants were 51 prospective teachers at their second year from the department of teaching mathematics education at Huelva University in Spain and 45 prospective teachers from the department of teaching mathematics education at Cumhuriyet University in Turkey. The Proof Test consisted of four questions about proofs for parallelograms. Semi-structured interviews were subsequently conducted to investigate the prospective teachers’ responses in-depth. The findings suggest that prospective teachers from Turkey and Spain indicated affinity in proving. The majority of the prospective mathematics teachers were either unable to complete the proof or completed the proof in an inaccurate way.

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