scholarly journals Comparison between a Modern-Day Multiplication Method and Two Historical Ones by Trainee Teachers

Mathematics ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 349
Author(s):  
María José Madrid ◽  
Alexander Maz-Machado ◽  
Fernando Almaraz-Menéndez ◽  
Carmen León-Mantero
Keyword(s):  
Comparative Analysis ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
History Of Mathematics ◽  
Trainee Teachers ◽  
Multiplication Algorithm ◽  
History Of ◽  
Different Levels

Different studies consider the possibility of including history of mathematics in the classroom. However, its inclusion in the teaching and learning of mathematics depends on the conceptions of it that teachers have, among other factors. This study displays a comparative analysis between the opinions of primary education teachers-to-be and the opinions of mathematics teachers-to-be at secondary school and A-levels after the realization of an activity related to two historical or unusual multiplication methods. These trainee teachers were asked to identify the differences between these methods and the multiplication algorithm usually used in Spain. We collected these data and conducted an exploratory, descriptive and qualitative study. In order to analyse the information obtained, we used the technique content analysis. The answers given by these trainee teachers show their lack of knowledge about other multiplication methods and the various differences which they observed. These differences are mainly related to the structure of each method, the procedure and application of these methods and the mathematical processes carried out for each method. The comparison between the opinions of the teachers-to-be at different levels shows similarities but also some differences, probably due to the different mathematical knowledge they have.

scholarly journals Secondary School Mathematics Teachers’ Knowledge Levels and Use of History of Mathematics

2017 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
Suphi Önder Bütüner
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
History Of Mathematics ◽  
School Mathematics ◽  
City Center ◽  
Knowledge Test ◽  
Secondary School Mathematics ◽  
Mathematics Knowledge ◽  
History Of ◽  
Knowledge Levels

This study aimed to explore secondary school mathematics teachers’ use of history of mathematics in their classes and their knowledge levels in this field. The population of the study comprised 58 secondary school mathematics teachers working at Yozgat city center, and the sample included 32 mathematics teachers from 10 schools who volunteered to take place in the study. These mathematics teachers were administrated an 11-item short-answer history of mathematics knowledge level test along with a 5-item written opinion form to identify their history of mathematics use. The findings showed that most teachers did not use history of mathematics in their classes, yet those who used history of mathematics did so by mentioning the life stories of mathematicians and the contributions of ancient civilizations to mathematics to motivate students at the beginning of their classes. The mean score of teachers who participate in this study at the history of mathematics knowledge test was computed 3.5 indicating that their knowledge levels concerning the history of mathematics were low. Additionally, it was found that those who did not use history of mathematics in their classes scored lower in the history of mathematics knowledge test than those who used it in their classes.

scholarly journals Em Foco a Aritmética do Curso Primário: Um Estudo de Cadernos Escolares e do Manual “Práticas Escolares”

2018 ◽  
Vol 11 (1) ◽  
pp. 47
Author(s):  
Rosimeire Aparecida Soares Borges ◽  
Cristiano José de Oliveira
Keyword(s):  
Primary School ◽  
Cultural History ◽  
Teaching And Learning ◽  
History Of Mathematics ◽  
Historical Study ◽  
School Practices ◽  
New School ◽  
Culture History ◽  
History Of ◽  
Cultura Escolar

Este estudo histórico investigou apropriações das propostas reformistas da Escola Nova no que tange ao ensino da Aritmética para a escola primária em cinco cadernos de um aluno, de terceiro e quarto anos do curso primário, dos anos de 1952 e 1953, respectivamente, e no primeiro volume do manual didático “Práticas Escolares” que teve sua primeira edição em 1940 e décima edição em 1965, de autoria de Antonio D’Ávila. Utiliza-se como base teórico-metodológica a História Cultural na direção de dar significado às apropriações que foram feitas em relação à aritmética da escola primária em tempos da Escola Nova. Há uma predominância da resolução de problemas aritméticos ligados ao cotidiano dos alunos, indicando uma preocupação com a abstração dos conceitos com foco em uma aritmética prática, que tinha por finalidade preparar o aluno para a vida fora da escola após quatro anos de estudo no curso primário. Observa-se uma valorização do aluno como indivíduo, com respeito ao seu ritmo e dificuldades apresentadas na aprendizagem da Aritmética, um dos aspectos marcantes da Escola Nova, o aluno considerado como protagonista do processo de ensino e de aprendizagem, podendo interagir no meio social em uma formação mais humana.Palavras-chave: Aritmética. Ensino Primário. Manual Didático para Professores. Cadernos de aluno. Cultura escolar. História da Educação Matemática.AbstractThis historical study investigated appropriations of the New School for the teaching of Arithmetic for the primary school in five books of a student, of the third and the fourth years of the primary course, of the years of 1952 and 1953, respectively, And in the first Volume of the didactic manual “School Practices” that had its first edition in 1940 and tenth edition in 1965, authored by Antonio D’Ávila. It is used as a theoretical-methodological basis for the Cultural History in the direction of provide meaning the appropriations that were made in relation to the primary school in times of the New School. There is a predominance of solving arithmetic problems related to students’ daily life, indicating a preoccupation with an abstraction of concepts with a focus on an arithmetic practice, whose purpose was to prepare a student for the life outside of school after four years of primary school. It is observed the evaluation of the student as an individual, with respect to its rhythm and difficulties presented in the learning of Arithmetic, one of the markers of the New School, the student considered the protagonist of the process of teaching and learning, being able To interact in the social environment in a more humane formation.Keywords: Arithmetic. Primary school. Didactic Manual for Teachers. Books of a student. School culture. History of Mathematics Education.

Enhanced Interactivity in Secondary Mathematics

2010 ◽  
pp. 118-130
Author(s):  
Dave Miller ◽  
Derek Glover
Keyword(s):  
Secondary School ◽  
Learning Style ◽  
Mathematics Teachers ◽  
Research Group ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Secondary Mathematics ◽  
Interactive Whiteboards ◽  
Motivational Support

This chapter outlines the background to the development of changed pedagogy by mathematics teachers within a secondary school in England. It relates this development to the enhanced understanding of the use of interactive whiteboards, initially as a presentational and motivational support but then as the basis of more effective conceptual and cognitive learning by students. The experience of teachers within the school and members of a research group points to the importance of the integration of interactive whiteboards, desk work and thinking in the planning of mathematics lessons. It also discusses emerging evidence that effective whiteboard use requires an understanding of the role of individual learning style, gesture, and artifact use in reflective and stepped teaching and learning situations.

scholarly journals Inquiring chemistry teacher: The teaching and learning of chemistry concepts and phenomena (part V): Historical approach to chemistry teaching 2

2013 ◽  
Vol 1 (4) ◽  
pp. 387-424
Author(s):  
Simo Tolvanen ◽  
Maija Aksela ◽  
Maija Ahola ◽  
Outi Haatainen ◽  
Jarkko Huusko ◽  
...  
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Theoretical Background ◽  
Research Literature ◽  
Upper Secondary School ◽  
Chemistry Teaching ◽  
Historical Approach ◽  
Upper Secondary ◽  
History Of

In spring 2013, students attending the course The Central Areas of Chemistry Education II studied the history of key chemistry concepts as well as the research on the use of historical approach to chemistry teaching. Based on the research literature, they produced materials for chemistry teaching in secondary and upper secondary school. In addition to teaching the concepts and phenomena of chemistry, the historical approach was used to deal with nature of chemistry as a science. In the articles, the students present the theoretical background for historical approach and history related to the produced material. The teaching materials (in Finnish) can be found online from the site of KEMMA Centre for Chemistry Education: http://www.luma.fi/kemma.

scholarly journals 21st CENTURY TEACHING AND LEARNING STRATEGIES OF ARABIC LANGUAGE AMONG UPSI’S TRAINEE TEACHER IN SECONDARY SCHOOL

2020 ◽  
Vol 2 (5) ◽  
pp. 09-18
Author(s):  
Zarima Zakaria ◽  
Tuan Husna Aisya Tuan Hussin
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
21St Century ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Teaching Practice ◽  
Arabic Language ◽  
School Students ◽  
21St Century Education ◽  
Trainee Teachers

21st Century Education is a student-centered learning process. There are several elements applied, namely communication, collaboration, critical thinking, creativity, and the application of pure and ethical values. These elements are also referred to as the standard in PAK-21. But this PAK-21 is something new and ludicrous to apply. The study was conducted to find out the problems faced by the Arabic language teachers during the teaching practice at school. Further, this study was also conducted to analyze the 21st Century Education method and its effects on secondary school students' interest in learning Arabic in there. The respondents of this study were that two trainee teachers have been selected from the Bachelor of Arabic Language with Education at Sultan Idris Education University 2018/2019. This study is qualitative, and data collected through interviews. The results show that UPSI trainee teachers use 21st Century Education electronically and tools learning during teaching practice. In addition, the achievement and interest of secondary school students in Arabic subjects also increased after the trainee teacher applied 21st Century Education.

scholarly journals Effects of Principals’ Provision of Teaching and Learning Materials on Students’ Perfomance in Mathematics in Kenya Certificate of Secondary Education in Meru County

2021 ◽  
Vol 9 (3) ◽  
pp. 25-32
Author(s):  
Honjen Kirikua Thiharu Maingi ◽  
Paul Maithya ◽  
Alexander Ronoh
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
School Administrator ◽  
Test Reliability ◽  
The Past ◽  
Ex Post ◽  
Ex Post Facto ◽  
Administrative Strategies ◽  
Resource Budget

In the past few years, Mathematics performance among secondary school learners in Meru County has been decreasing. The current study aims to evaluate various administrative strategies used by principals and their effects on learners’ grade attainment in Kenya Certificate of Secondary Educationin Meru County. The study examines ways through which principals support mathematics teachers through trainings, seminars, workshops and how the support is translated into students’ performance. The study adopted ex post facto design to collect data and analyze the information for conclusion. The researcher analyzed KCSE data over the previous 5 years in Meru County, interviewed the principals, and designed questionnaire for Mathematics teachers. A total of 836 Mathematics teachers and 299 principals across the county were targeted.Using stratified and random sampling, only 251 Mathematics teachers and 92 principals were engaged, which accounts for only 30% of the target. The researcher used split half technique to test reliability and instrument piloting to ensure validity of the data. The study concluded that principals provided little support to Mathematics teachers to attend seminars and workshops. However, principals defended this by citing low resource budget allocations and inadequate resources to support teachers’ seminars and workshops. The findings of the current study can be used by education ministry, school administrator, teachers, and other stakeholders during the decision-making.

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