scholarly journals MENINGKATKAN KUALITAS PEMBELAJARAN MATEMATIKA SEKOLAH DASAR MELALUI LESSON STUDY

2012 ◽  
Vol 13 (1) ◽  
pp. 56-63 ◽  
Author(s):  
Tatang Herman
Keyword(s):  
Mathematics Teaching ◽  
Lesson Study ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Development Program ◽  
Primary Mathematics ◽  
Private And Public ◽  
Mathematics Teaching And Learning ◽  
Teachers Professional Development

In order to improve the quality of primary mathematics teaching and learning, many efforts had be done by researchers. Otherwise, it is difficult to implement research findings in the schools setting to improve teaching outcomes. This action research attempts to explore the implementation of lesson study in order to improve the quality of teaching and learning mathematics in primary schools. The study was conducted in some private and public primary schools arround Bandung. The study found that lesson study becomes one of the most effective ways to improve the quality of primary mathematics teaching and learning through teachers professional development program. Dalam rangka meningkatkan kualitas matematika dasar pengajaran dan pembelajaran, berbagai upaya telah dilakukan oleh peneliti. Jika tidak, sulit untuk menerapkan hasil penelitian di sekolah pengaturan untuk meningkatkan hasil pengajaran. Penelitian ini mencoba untuk mengeksplorasi pelaksanaan lesson study dalam rangka meningkatkan kualitas pengajaran dan pembelajaran matematika di sekolah dasar. Penelitian ini dilakukan di beberapa SD di seluruh sekolah swasta dan negeri Bandung. Studi ini menemukan bahwa lesson study menjadi salah satu cara yang paling efektif untuk meningkatkan kualitas matematika dasar pengajaran dan pembelajaran melalui program pengembangan profesi guru.  

Challenging Malawian primary teachers' views on mathematics teaching and learning through lesson study

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Janne Fauskanger ◽  
Nina Helgevold ◽  
Mercy Kazima ◽  
Arne Jakobsen
Keyword(s):  
Mathematics Teaching ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Primary Teachers ◽  
Small Scale ◽  
Content Type ◽  
Mathematics Teaching And Learning ◽  
Practical Implications ◽  
Ongoing Project

PurposeThe aim of the study is to better understand how lesson study (LS) contributes to challenging teachers' views of mathematics teaching and learning.Design/methodology/approachThis study is part of a wider ongoing project aiming at improving primary mathematics teaching in Malawi through professional development (PD) of teachers using a LS model. The units being analyzed are teachers' written reflections and lesson plans. The analytical approach is qualitative content analysis.FindingsInitially, the participating Malawian primary teachers report traditional views of mathematics teaching and learning. After having participated in a LS cycle, they reported on the need to work on how to involve and create space for learners' participation in mathematic lessons and highlight the importance for learners to discover mathematics on their own.Research limitations/implicationsThis is a small-scale study due to LS being quite new in the Malawian context and the need to test before possible upscaling.Practical implicationsThe paper includes a description on how LS might contribute to challenging Malawian teachers' views of mathematics teaching and learning; this can be valuable information for others who are attempting to use LS in a similar context.Originality/valueThis paper fulfills an identified need to learn more about how LS might contribute to challenging teachers' views of mathematics teaching and learning worldwide.

scholarly journals THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES

2021 ◽  
Vol 18 (No.2) ◽  
pp. 129-160
Author(s):  
Ruzlan Md-Ali ◽  
Arsaythamby Veloo ◽  
S. Kanageswari Suppiah Shanmugam ◽  
Yus'aiman Jusoh @ Yusoff ◽  
Rosna Awang Hashim
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Orang Asli ◽  
Mathematics Competence ◽  
Mathematics Teaching And Learning ◽  
And Mathematics ◽  
Teachers Perspectives

Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

scholarly journals What Can We Learn from the ELPSA, SA, and PSA Frameworks? The Experience of SEAQiM

2017 ◽  
Vol 7 (1) ◽  
pp. 65-76
Author(s):  
Fadjar Shadiq
Keyword(s):  
Learning Process ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Lesson Design ◽  
Scientific Approach ◽  
Mathematics Teaching And Learning ◽  
The Republic

One of education problems in Indonesia according to Dr. Anies Baswedan, the former Minister of Education and Culture of the Republic of Indonesia, was: “How to help Indonesian students to be independent learners and have good characters?” This question then raises an issue: “What kinds of knowledge, skills, and attitudes are needed by our students to survive in the 21st Century and beyond?” Earlier the author stated (Shadiq, 2016a) that to change and improve the quality of the teaching and learning process from a ‘typical’ or ‘traditional’ mathematics classroom to a more innovative one was not easy. Afurther issue was: “How to change real teaching practice?” Mathematics teachers need to experience ways that they will be expected to implement in their teaching. Isoda (2011) proposed a Problem Solving Approach (PSA) which consists of four steps: (1) problem posing, (2) independent solving, (3) comparison and discussion, and (4) summary and integration. In Indonesia, we can learn from Scientific Approach (SA) which covers five steps: (1) observing, (2) questioning, (3) collecting data or experimenting, (4) reasoning, and (5) communicating. In addition, Lowrie and Patahuddin (2015) proposed Experiences, Language, Pictures, Symbols, Application (ELPSA) as a lesson design framework for mathematics teaching and learning process. A problem is examined based on these three frameworks where at least 11 alternatives can be identified to solve it. The paper ends with some recommendations on how to improve Indonesian mathematics teaching.

Research Commentary: The Promise of Qualitative Metasynthesis for Mathematics Education

2016 ◽  
Vol 47 (4) ◽  
pp. 318-337 ◽  
Author(s):  
Kateri Thunder ◽  
Robert Q. Berry
Keyword(s):  
Qualitative Research ◽  
Mathematics Education ◽  
Knowledge Base ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The Past ◽  
Research Findings ◽  
Mathematics Teaching And Learning ◽  
Methodological Approaches

Mathematics education has benefited from qualitative methodological approaches over the past 40 years across diverse topics. Although the number, type, and quality of qualitative research studies in mathematics education has changed, little is known about how a collective body of qualitative research findings contributes to our understanding of a particular topic within the field. Through a process of qualitative research metasynthesis, our knowledge base can be broadened to provide insights into attitudes, perceptions, interactions, structures, and behaviors relevant for mathematics teaching and learning. The purpose of this commentary is to provide a rationale, definition, and procedure to conduct qualitative metasynthesis as a means of synthesizing and interpreting qualitative studies in the field of mathematics education.

scholarly journals Kindergarten and New Entrant Teachers' Beliefs and Practices in Mathematics Teaching and Learning

2021 ◽  
Author(s):  
◽  
Brenda Mary Sherley
Keyword(s):  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Kindergarten Teachers ◽  
Free Play ◽  
Beliefs And Practices ◽  
Learning And Teaching ◽  
Teachers Beliefs ◽  
Mathematics Teaching And Learning

<p>A difference between the beliefs and practices about mathematics learning and teaching held by teachers in kindergartens and teachers in new entrant classrooms may lead to problems as teachers and children manage the transition from kindergarten to school. The New Zealand education system is governed by various curriculum documents underpinned by similar philosophies to support teacher practice. These documents are based on an expectation that teachers build from children’s existing knowledge and experiences. The system is based on expectations relating to knowledge that are loosely linked to the year level and age of children. Evidence about teachers’ practices and beliefs was gathered using a case study approach. Five primary schools and their neighbouring kindergartens were purposively selected for this study. Fourteen kindergarten and five new entrant teachers were observed and interviewed and completed questionnaires about their beliefs and practices in mathematics teaching and learning over a two year period. Mathematical events were analysed to document teachers’ practices. Kindergarten teachers’ practice most commonly mirrored their stated beliefs about how children best learned mathematics. New entrant teachers, although possessing similar stated beliefs to kindergarten teachers, did not necessarily follow these beliefs in their classroom practice. The beliefs of kindergarten and new entrant teachers in mathematics teaching and learning were similar, but their practices differed in several dimensions. Kindergarten teachers believed children best learned mathematics through free play and exploration of the world around them. These teachers encouraged children to follow their own interests and supported children as they developed their ideas and became active problem solvers. These beliefs arose from teachers’ personal experiences combined with the primarily sociocultural focus of the early childhood curriculum, Te Whariki. New entrant teachers’ beliefs about mathematics learning and teaching were similar to those of kindergarten teachers – children learned through having fun, solving problems, and doing things in a real-life context. However, new entrant teachers also had clear expectations of the skills five-year-olds needed to know on their entry to school. When children did not appear to possess these skills, teachers focused on remediation of the perceived deficits. In practice, new entrant teachers directed children’s learning based on their beliefs about what children needed to know to be successful at school. This approach lead to structured and managed environments with little regard for children’s prior-to-school knowledge and experiences. These inconsistencies in mathematics teaching and learning between schools and kindergartens could be minimised with professional development for teachers that focused on developing the relationships between teachers in both settings.</p>

scholarly journals Kindergarten and New Entrant Teachers' Beliefs and Practices in Mathematics Teaching and Learning

2021 ◽  
Author(s):  
◽  
Brenda Mary Sherley
Keyword(s):  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Kindergarten Teachers ◽  
Free Play ◽  
Beliefs And Practices ◽  
Learning And Teaching ◽  
Teachers Beliefs ◽  
Mathematics Teaching And Learning

<p>A difference between the beliefs and practices about mathematics learning and teaching held by teachers in kindergartens and teachers in new entrant classrooms may lead to problems as teachers and children manage the transition from kindergarten to school. The New Zealand education system is governed by various curriculum documents underpinned by similar philosophies to support teacher practice. These documents are based on an expectation that teachers build from children’s existing knowledge and experiences. The system is based on expectations relating to knowledge that are loosely linked to the year level and age of children. Evidence about teachers’ practices and beliefs was gathered using a case study approach. Five primary schools and their neighbouring kindergartens were purposively selected for this study. Fourteen kindergarten and five new entrant teachers were observed and interviewed and completed questionnaires about their beliefs and practices in mathematics teaching and learning over a two year period. Mathematical events were analysed to document teachers’ practices. Kindergarten teachers’ practice most commonly mirrored their stated beliefs about how children best learned mathematics. New entrant teachers, although possessing similar stated beliefs to kindergarten teachers, did not necessarily follow these beliefs in their classroom practice. The beliefs of kindergarten and new entrant teachers in mathematics teaching and learning were similar, but their practices differed in several dimensions. Kindergarten teachers believed children best learned mathematics through free play and exploration of the world around them. These teachers encouraged children to follow their own interests and supported children as they developed their ideas and became active problem solvers. These beliefs arose from teachers’ personal experiences combined with the primarily sociocultural focus of the early childhood curriculum, Te Whariki. New entrant teachers’ beliefs about mathematics learning and teaching were similar to those of kindergarten teachers – children learned through having fun, solving problems, and doing things in a real-life context. However, new entrant teachers also had clear expectations of the skills five-year-olds needed to know on their entry to school. When children did not appear to possess these skills, teachers focused on remediation of the perceived deficits. In practice, new entrant teachers directed children’s learning based on their beliefs about what children needed to know to be successful at school. This approach lead to structured and managed environments with little regard for children’s prior-to-school knowledge and experiences. These inconsistencies in mathematics teaching and learning between schools and kindergartens could be minimised with professional development for teachers that focused on developing the relationships between teachers in both settings.</p>

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