scholarly journals Application of Logistic Differential Equation to Investigate The Extent of Emphasizing Stimulus Variation in Mathematics Instruction

2019 ◽  
Vol 3 (1) ◽  
pp. 11-17
Author(s):  
Chinedu Obasi
Keyword(s):  
Differential Equation ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Survey Design ◽  
Learning Experience ◽  
Teaching Skill ◽  
Teaching Mathematics ◽  
Teaching Excellence ◽  
Stimulus Variation ◽  
Observational Technique

The knowledge and skills in mathematics processes can be provided in an effective and systematic manner only by teaching mathematics in schools. Stimulus variation as a teaching skill is used to stimulate students’ interest and attract their attention to the lesson presentation.  Therefore, this study investigated the extent of emphasizing stimulus variation in mathematics instruction using logistic differential equation. The study adopted a developmental survey design where a cross-section of in-service mathematics teachers in Imo State numbering 94 were continuously observed and surveyed to decipher their extent of emphasizing stimulus variation in the classroom to promote teaching excellence. The observations were carried out for 14 days and the data were generated based on direct observational technique (using observation schedule). The result revealed inadequate and inconsistent emphasis of stimulus variation teaching skill in mathematics instruction. This implies that pre-service mathematics teachers seldom emphasize stimulus variation when teaching mathematics. It was recommended that mathematics teachers should always employ the skill of stimulus variation in class during instructional delivery so as to enhance students’ learning experience and satisfaction thereby promoting teaching excellence. DOI: https://doi.org/10.31235/osf.io/rthj2

scholarly journals Application of Logistic Differential Equation to Investigate The Extent of Emphasizing Stimulus Variation in Mathematics Instruction

2019 ◽  
Author(s):  
Chinedu Obasi
Keyword(s):  
Differential Equation ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Survey Design ◽  
Learning Experience ◽  
Teaching Skill ◽  
Teaching Mathematics ◽  
Teaching Excellence ◽  
Stimulus Variation ◽  
Observational Technique

The knowledge and skills in mathematics processes can be provided in an effective and systematic manner only by teaching mathematics in schools. Stimulus variation as a teaching skill is used to stimulate students‟ interest and attract their attention to the lesson presentation. Therefore, this study investigated the extent of emphasizing stimulus variation in mathematics instruction using logistic differential equation. The study adopted a developmental survey design where a cross-section of in-service mathematics teachers in Imo State numbering 94 were continuously observed and surveyed to decipher their extent of emphasizing stimulus variation in the classroom to promote teaching excellence. The observations were carried out for 14 days and the data were generated based on direct observational technique (using observation schedule). The result revealed inadequate and inconsistent emphasis of stimulus variation teaching skill in mathematics instruction. This implies that pre-service mathematics teachers seldom emphasize stimulus variation when teaching mathematics. It was recommended that mathematics teachers should always employ the skill of stimulus variation in class during instructional delivery so as to enhance students‟ learning experience and satisfaction thereby promoting teaching excellence.

scholarly journals Mathematics teacher's perceptions about influence of different ICT usage strategies on their competencies

2020 ◽  
Vol 10 (2) ◽  
pp. 38-42
Author(s):  
Eugen Ljajko
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
Teacher Competencies ◽  
Key Factors ◽  
Positive Effects ◽  
The Third ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes ◽  
The Way

Teacher competencies are among the key factors of a successful mathematics instruction. The main goal of the study was to compare teachers' beliefs and attitudes affected by different strategies in organizing the instruction process. The study gives a comparison of teachers' competencies in three groups of teachers - one teaching mathematics without ICT, the second using ready-made GeoGebra applets and the third one developing their own GeoGebra applets in cooperation with their students. The survey includes 65 mathematics teachers working in 21 primary and secondary schools in southern regions of Serbia. We observed, assessed and compared affective-motivational characteristics of teachers - their beliefs and professional motivation. Results indicate that the teachers' affective-motivational characteristics depend on the way they employ technology in representing the content they teach. If the technology is used in an inappropriate manner it can impede the students' creativity, but it also obstructs teachers in deploying their full abilities in the process. The results also bring to the fore issues concerning ways to maintain positive effects achieved through ICT empowered instruction organized in the way the third group of teachers did.

Inquiry-Discourse Mathematics Instruction

2007 ◽  
Vol 101 (4) ◽  
pp. 290-300
Author(s):  
Azita Manouchehri
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Inquiry ◽  
Mathematical Structures ◽  
Approach To Teaching ◽  
Principles And Standards ◽  
Student Inquiry

Principles and Standards for School Mathematics (NCTM 2000) proposes that mathematics instruction provide opportunities for students to engage in mathematical inquiry and in meaningmaking through discourse. Mathematics teachers are encouraged to build on student discoveries in designing subsequent instruction. Natural consequences of using an inquiry-based approach to teaching include the emergence of unexpected mathematical results and the articulation of novel and different strategies by students. Anticipating the potential for such occurrences, Professional Standards for Teaching Mathematics (NCTM 1991) urges all teachers to remain flexible and responsive to student ideas in their instruction: Help students make connections among various solutions, tie student ideas to important mathematical structures, and extend student inquiry by posing questions and tasks that challenge their initial interpretations of problems or their false generalizations.

Perception of Teachers towards the Use of Instructional Materials in Teaching Mathematics at Secondary Level

2020 ◽  
pp. 57-64
Author(s):  
Shiva Datta Dawadi
Keyword(s):  
Public Schools ◽  
Mathematics Teachers ◽  
Survey Design ◽  
Teaching Experience ◽  
Secondary Level ◽  
Instructional Materials ◽  
Teaching Mathematics ◽  
Negative Attitudes ◽  
Self Confidence ◽  
Descriptive Survey

The major objective of the study is to identify the perception of mathematics teachers towards the use of instructional materials in teaching mathematics for the students of secondary level and to compare their perceptions on the basis of their teaching experience. The study has adopted descriptive survey design. A set of the questionnaire with 24 statements regarding the use of instructional materials in teaching mathematics was the tool for collecting the data. The statements in the questionnaire were categorized into four categories as availability, appropriateness, self-confidence in using instructional materials, and motivation to use it. The questionnaire forms were distributed to 68 secondary school mathematics teachers of public schools. The data were collected, tabulated, ordered, compared, calculated and analyzed by using different statistical tools. Finally, it was found that teachers have negative attitudes towards the statements under the subheadings availability which indicates teachers do not feel comfortable in gathering the instructional materials in teaching mathematics and they were found to have positive towards the statements under the subheadings appropriateness, self-confidence in using, and motivation which means mathematics teachers are in the favor of appropriate use instructional materials in teaching mathematics, and they were found confident in using instructional materials. And also teachers are found motivated to use instructional materials in teaching mathematics at secondary level. The study also concluded that the perception of the teachers regarding the use of instructional materials in teaching mathematics at secondary level differs according to the teaching experience of the teachers. Interestingly, the teacher with less teaching experience were found more positive in using instructional materials in teaching mathematics at secondary level.

scholarly journals Challenges of Teaching Mathematics to Students With Visual Impairment

2021 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
M S Oyebanji ◽  
Ubong Sam Idiong
Keyword(s):  
Mathematics Teachers ◽  
Visually Impaired ◽  
Survey Design ◽  
Low Vision ◽  
Instructional Materials ◽  
Teaching Mathematics ◽  
The Government ◽  
Visually Impaired Students ◽  
Method Of Instruction ◽  
Α Level

This study aimed at investigating the challenges of teaching mathematics to visual impaired students in school of the blind, a case study of some selected schools for the visually impaired. Questionnaire and interview were used for data collection from the respondents. The hypotheses in the study were tested using t-test with α-level of 0.05 through SPSS. The study followed a cross-section survey design and involved 80 respondents 20 for the visually impaired students, 10 for the Mathematics teachers, 10 special mathematics teachers, 40 low vision and non-visually impaired students. The findings revealed the visually impaired students receive bursaries from the government and non-government organization; meal, accommodation, and few scholastic materials from their school; extra time during mathematics classes and examination and friend support. However, constraining limitations in the method of instruction assessment used and the instructional materials provided were noted, on the basis of these findings, recommendation towards the better education of the visually impaired student studying mathematics should be encouraged and employment of special mathematics teachers.

scholarly journals MATHEMATICS TEACHER’S PERCEPTIONS ABOUT INFLUENCE OF DIFFERENT ICT USAGE STRATEGIES ON THEIR COMPETENCIES

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Eugen Ljajko
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Teaching Mathematics ◽  
Teacher Competencies ◽  
Key Factors ◽  
Positive Effects ◽  
The Third ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes ◽  
The Way

Teacher competencies are among the key factors of a successful mathematics instruction. The main goal of the study was to compare teachers’ beliefs and attitudes affected by different strategies in organizing the instruction process. The study gives a comparison of teachers’ competencies in three groups of teachers – one teaching mathematics without ICT, the second using ready-made GeoGebra applets and the third one developing their own GeoGebra applets in cooperation with their students. The survey includes 65 mathematics teachers working in 21 primary and secondary schools in southern regions of Serbia. We observed, assessed and compared affective-motivational characteristics of teachers – their beliefs and professional motivation. Results indicate that the teachers’ affective-motivational characteristics depend on the way they employ technology in representing the content they teach. If the technology is used in an inappropriate manner it can impede the students’ creativity, but it also obstructs teachers in deploying their full abilities in the process. The results also bring to the fore issues concerning ways to maintain positive effects achieved through ICT empowered instruction organized in the way the third group of teachers did.

Exploring Colleagues’ Professional Influence on Mathematics Teachers’ Learning

2014 ◽  
Vol 116 (6) ◽  
pp. 1-30 ◽  
Author(s):  
Min Sun ◽  
Anne Garrison Wilhelm ◽  
Christine J. Larson ◽  
Kenneth A. Frank
Keyword(s):  
Middle School ◽  
Teacher Learning ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Mathematical Knowledge For Teaching ◽  
Sensitivity Analyses ◽  
National Council ◽  
School Factors ◽  
Instructional Coaches

Background/Context This article contributes to the literature on how teachers learn on the job and how schools and districts can support teacher learning to improve student learning and incorporate changing standards and curricular materials into instructional practices. The findings in this study are relevant to the implementation of ambitious mathematics instruction reform through changing teachers’ knowledge and instructional practices. Focus of Study This study examines how middle school teachers’ networks influence their mathematical knowledge for teaching (MKT) and instructional practices. We also examined how mathematics coaches’ expertise, in the form of MKT, plays a role in augmenting the extent to which teachers learn through interacting with close colleagues. Research Design The article draws on data from a larger NSF-funded study in four large, urban districts that responded to accountability pressures by attempting to implement ambitious mathematics instruction aligned with the recommendations of the National Council of Teachers of Mathematics (NCTM) and by supporting implementation with a significant investment in teacher learning. The analysis in this paper involves 89 focal participants who were middle school mathematics teachers in 29 schools, the focal participants’ close colleagues, and their instructional coaches. Measures include mathematics teachers’ professional networks, MKT, classroom practices, individual background characteristics, and school factors. We used hierarchical linear models with cross-level interaction effects and in-depth sensitivity analyses of the effects of close colleagues and coaches. Findings/Results Our results show that changes in teachers’ instructional practice were positively related to their access to instructional expertise through interactions with close colleagues. But, we did not find a similar significant relationship between changes in teachers’ MKT and access to their close colleagues’ MKT expertise. Rather, coaches’ MKT expertise positively moderated the extent to which teachers learned MKT from their close colleagues through seeking advice on teaching mathematics; that is, having an expert coach in the school enhanced the MKT learning opportunities that teachers had from interacting with close colleagues. Conclusions/Recommendations Results from this study shed light on how to support teachers’ on-the-job learning and successfully implement ambitious instructional reforms in schools. It is important for schools and districts to consider ways to encourage the development of teacher networks that can promote instructional changes. For example, schools and districts can purposely provide common planning time and common workspaces that facilitate sharing expertise among teachers. They can also support teachers with instructional coaches who have content expertise and know how to facilitate interactions among teachers.

scholarly journals An estimation of effects of memory and learning experience on the eoq model with price dependent demand

2021 ◽  
Vol 55 (5) ◽  
pp. 2991-3020
Author(s):  
Mostafijur Rahaman ◽  
Sankar Prasad Mondal ◽  
Shariful Alam
Keyword(s):  
Differential Equation ◽  
Decision Making ◽  
Fractional Differential Equation ◽  
Lot Sizing ◽  
Learning Experience ◽  
Memory And Learning ◽  
Eoq Model ◽  
Novel Approach ◽  
Fractional Differential ◽  
Fuzzy Fractional Differential Equation

In this article, an economic order quantity model has been studied in view of joint impacts of the memory and learning due to experiences on the decision-making process where demand is considered as price dependant function. The senses of memory and experience-based learning are accounted by the fractional calculus and dense fuzzy lock set respectively. Here, the physical scenario is mathematically captured and presented in terms of fuzzy fractional differential equation. The α-cut defuzzification technique is used for dealing with the crisp representative of the objective function. The main credit of this article is the introduction of a smart decision-making technique incorporating some advanced components like memory, self-learning and scopes for alternative decisions to be accessed simultaneously. Besides the dynamics of the EOQ model under uncertainty is described in terms of fuzzy fractional differential equation which directs toward a novel approach for dealing with the lot-sizing problem. From the comparison of the numerical results of different scenarios (as particular cases of the proposed model), it is perceived that strong memory and learning experiences with appropriate keys in the hand of the decision maker can boost up the profitability of the retailing process.

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