How and wherer can a Mathematics Teacher Utilize his 33 Years of Teaching Experience? A Math Teacher about Teaching Mathematics-Excerpt from 33 Years of Teaching Experience

2019 ◽  
pp. 467-472
Author(s):  
Ildikó-Anna Pomuczné Nagy
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Teacher Training ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Teaching Experience ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Years Of Teaching Experience ◽  
Textbook Writing

This paper shows how a mathematics teacher can utilize his teaching experience. I have been working as a mathematics and physics teacher in Hungary for 33 years. I have taught at various levels of the education system: at elementary school, high school, teacher training college, and in teacher training too, but at most time of my job I taught at high school. I am currently working on the series of a new mathematics textbook for 10 to 14-year-old students. It is based on the traditions of the Hungarian mathematics education, but using the opportunities offered by the 21st century, it also includes modern sample tasks that fit into the curriculum, for example Geogebra files, written by me. I would like to share how I use my teaching experience in textbook writing and how I focus primarily on the didactic aspects of teaching mathematics. I pursue my PhD research in the topic of problem-solving thinking, so I study the mathematical thinking of my students studying in different school types. In my lecture, I analyse different tasks by focusing on mathematical methodological aspects. For example I will tell that I believe it is advantageous to introduce mathematical definitions with examples which are astonishing for students in order to draw attention to maths as much as possible. I will give examples of how I build my experience into the textbook in order to make the system of mathematical concepts optimal for pupils. I would like it if give you an insight into a segment the current Hungarian mathematics education, the current teaching of problem-solving thinking and the different ways of students’ thinking.

scholarly journals Considering Teachers’ Beliefs, Motivation, and Emotions Regarding Teaching Mathematics With Digital Tools: The Effect of an In-Service Teacher Training

2021 ◽  
Vol 6 ◽  
Author(s):  
Frank Reinhold ◽  
Anselm Strohmaier ◽  
Zoraida Finger-Collazos ◽  
Kristina Reiss
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Digital Media ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Digital Tools ◽  
Teaching Mathematics ◽  
Mathematics Classrooms ◽  
Teachers Beliefs ◽  
Key Aspects

Mathematics teachers’ motivational and emotional orientations regarding digital tools in mathematics classrooms are key aspects influencing whether and how technology is used to teach mathematics—making the support of those characteristics one central goal for teacher education. In this article we investigated if and how a workshop-based in-service teacher training can foster teachers’ perceived value of digital media in mathematics education, their self-efficacy, and their anxiety towards teaching mathematics with digital tools. In an intervention study with N = 83 in-service teachers with varying teaching experience, we used cluster analysis based on their experience, value, self-efficacy, and anxiety before the intervention to determine three different teacher orientations regarding teaching mathematics with digital tools. Paired sample t-tests with pretest and posttest data revealed that for two of three clusters these beliefs, motivation, and emotions changed in a positive way during the intervention while for the third no change was found. Our study sheds light on the role of motivational and emotional orientations for the implementation of digital tools in mathematics education: it shows that these orientations can be utilized to cluster teachers on this topic and illustrates that these orientations can be successfully fostered—while individual differences may exist in the effect and success of interventions.

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

Welche Aufgabenstellungen formulieren SchülerInnen und StudentInnen auf der Basis von Texten über reale Situationen?

2019 ◽  
pp. 23-38
Author(s):  
Gabriella Ambrus
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Problem Solving ◽  
Realistic Mathematics

Faced with real situations, pupils and students find questions of non-mathematical or mathematical character. What depends on the type and number of questions? What significance do previous experiences have? The article reports on studies in mathematics education and in teacher training. Classification: B50, C30, D50. Keywords: mathematics education, realistic mathematics, self-created questions, problem solving in context.

scholarly journals Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher

2018 ◽  
Vol 7 (1) ◽  
pp. 11-24
Author(s):  
Binod Prasad Pant
Keyword(s):  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Teaching Mathematics ◽  
Algorithmic Problem ◽  
Academic Problems ◽  
Mathematical Concepts ◽  
Teaching Career ◽  
Beliefs And Practices ◽  
Mathematical Problems ◽  
Teaching Learning

I solved many mathematical problems till today - countless academic problems inside the classroom, and a few pragmatic problems outside. At the beginning of my teaching career, I spent significant time convincing my students that mathematics teaching is an algorithmic problem solving of routine mathematical items to get the correct answers. Afterwards, I slowly took a shift from doing mathematics to teaching mathematics, identifying lots of tricks, tips and techniques. I spent more than a decade to train myself with better techniques to become a better mathematics teacher seeking better achievements of students in written tests. Later on, I engaged myself as a math learner and sought the significance of the methods I employed to teach the mathematical concepts, relation, and logics. I am now at the crossroads of searching better alternatives that help students learn mathematics in a meaningful way. I frequently ask myself why I am teaching mathematics. What does a good mathematics teacher mean? What we do is largely guided by what we believe. Questioning on the widely accepted assumptions, examining the deep-rooted beliefs for the positive shift, and highlighting the epiphanies of my professional life could be very essential on becoming a transformative teacher. In this paper, I portray my narratives as a student and as a mathematics teacher to explain my shift towards becoming a transformative teacher. Through my verisimilitude narratives, I invite readers to examine their beliefs and practices on teaching mathematics, and envisage for better alternatives being aware of their limitations and contexts.

Mathematics in the Junior High School: Textbook series and learning theory

1955 ◽  
Vol 48 (3) ◽  
pp. 162-164
Author(s):  
G. W. Brown
Keyword(s):  
High School ◽  
Learning Theory ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
Ninth Grade ◽  
High School Mathematics ◽  
Learning Sequence ◽  
Mathematical Concepts ◽  
Textbook Series

Do textbook series in arithmetic develop the mathematical concepts and skills in accordance with current learning theory? This is an important question for the junior high school mathematics teacher. The answer determines the extent to which the teacher may rely on the textbook for guidance in the learning sequence. Since, for many students, mathematics instruction ceases at ninth grade, mathematical strands considered by teachers and textbook writers to be important must be brought to a culminating point by that time.

Ave atque vale

1970 ◽  
Vol 63 (5) ◽  
pp. 381-382
Author(s):  
Irvin H. Brune
Keyword(s):  
High School ◽  
Board Of Directors ◽  
Mathematics Teacher ◽  
Teaching Mathematics ◽  
National Council ◽  
New Work ◽  
Cumulative Index ◽  
Old Order ◽  
The Board Of Directors ◽  
One Year

The old order has changed—and given place to the new. In action taken one year ago, the Board of Directors of the National Council of Teachers of Mathematics created a new position and eliminated an old one. As of July 15, 1969, Miss Carol V. McCamman became Managing Editor of The Mathematics Teacher. Miss McCamman came to her new work with a rich experience in teaching mathematics at Coolidge High School, Washington, D.C. She also edited the invaluable Cumulative Index of The Mathematics Teacher, volumes 1– 58, 1908 through 1965. As of the date of this issue, the present editor completes his term.

scholarly journals Kemampuan Pemecahan Masalah Siswa SMP Negeri 1 Papar pada Materi Bangun Ruang

2018 ◽  
Vol 4 (2) ◽  
pp. 104
Author(s):  
Destri Mega Arumanita ◽  
Hery Susanto ◽  
Rustanto Rahardi
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Qualitative Approach ◽  
Ability Level ◽  
Mathematical Concepts ◽  
School Class ◽  
Good Level ◽  
High School Class ◽  
Class Viii

Abstrak: Kemampuan pemecahan masalah adalah suatu kecakapan atau potensi yang dimiliki dalam diri individu untuk menyelesaiakan suatu masalah dari permasalahan yang berbeda-beda. Tujuan penelitian ini adalah mendeskripsikan kemampuan pemecahan masalah pada tingkatan sangat baik dan kurang. Kemampuan ini diteliti terkait dengan materi bangun ruang dengan menggunakan pendekatan kualitatif, dengan sampel 4 siswa SMPN 1 Papar kelas VIII-I. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah tes dan wawancara. Hasil penelitian menunjukkan bahwa sampel berkemampuan: (1) Pada tingkat sangat baik, mengalami kesulitan dalam menstranfer pengetahuan (2) Pada tingkat baik, mengalami kesulitan dalam memahami dan memvisualisasikan konsep matematika karena terbiasa dengan soal-soal rutin (3) Pada tingkat cukup baik, mengalami kesulitan yaitu lemah dalam perhitungan (4) Pada tingkat sangat kurang, mengalami kesulitan yaitu  lemah dalam melakukan perhitungan dan membuat koneksi. Kata Kunci: kemampuan pemecahan masalah, tingkat kemampuan pemecahan masalah, kesulitan, bangun ruang  Abstract: The ability to solve problems is a skill or potential possessed in an individual to solve a problem from different problems. The purpose of this study is to describe problem-solving abilities at very good and poor levels. This ability was examined in relation to space building material using a qualitative approach, with a sample of 4 students of Papar 1 Junior High School class VIII-I. Data collection techniques used in this study are tests and interviews. The results showed that the sample was capable of: (1) at a very good level, having difficulty in transferring knowledge (2) At a good level, having difficulty understanding and visualizing mathematical concepts because they are familiar with routine questions (3) At a fairly good level, experiencing difficulties that is weak in calculation (4) At a very low level, having difficulties is weak in performing calculations and making connections. Keywords: problem-solving ability, level of problem-solving ability, difficulty, building space

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