Geometric proofs in Hungarian teaching practice in grades 9-12

2021 ◽  
pp. 31-44
Author(s):  
Csaba Csapodi
Keyword(s):  
Secondary School ◽  
Teaching Practice ◽  
Final Exam ◽  
Teaching Of Mathematics

The teaching of mathematics has many objectives, among which the teaching of argumentation and proofs plays a prominent role. Unfortunately, in recent years this goal has been overshadowed in the practice in Hungary. In this paper, I am trying to explore the causes of this phenomenon, and I am also presenting the process by which the teaching of proofs in secondary school may regain its former weight and importance. I present the phenomena examined primarily through geometric argumentation and proofs. The main subjects of my examination are curricula, textbooks and final exam requirements, as they work together on the practice in the classroom.

Working on Grammatical Errors in Russian Senior School Lessons

2019 ◽  
Vol 80 (2) ◽  
pp. 26-30
Author(s):  
E. S. Bogdanova
Keyword(s):  
Secondary School ◽  
The State ◽  
Russian Language ◽  
Grammatical Structure ◽  
Final Exam ◽  
Senior Secondary School ◽  
Grammatical Errors ◽  
Senior Secondary ◽  
The Russian Language

The article establishes the need for special work to improve the grammatical structure of the speech of senior schoolchildren and the correction of grammatical errors in their assignments. Based on the analysis of the results of the State Final Exam of graduates, the errors identified in their essays and the works of leading methodologists, the author develops approaches to working on morphological and syntactic norms in the Russian language lessons in senior secondary school.

scholarly journals Beyond policy narratives: exploring the role of pedagogical beliefs in classroom practices of secondary school Civics and Ethical Education teachers

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Alemayehu Habte ◽  
Alemayehu Bishaw ◽  
Meskerem Lechissa
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Addis Ababa ◽  
Pedagogical Beliefs ◽  
Ethical Education ◽  
Policy Narratives

AbstractIn Ethiopia, secondary school Civics and Ethical Education has been offered to students with prime objective of producing competent and rational citizens. While policy narratives advocate constructivist pedagogy for achieving this goal of the curriculum, the reality on the ground hints that the subject is far behind achieving its stated goal. In line with this, teachers’ role in implementing the curriculum cannot be understated. Teachers are policy actors who implement the official curriculum. Their classroom practice; however, is largely dependent on their pedagogical beliefs. To this end, this study aimed at examining the role of secondary school Civics and Ethical Education teachers’ pedagogical beliefs in their perceived classroom practices vis-à-vis selected demographic variables. The study was conducted using correlational design participating 324 Civics and Ethical Education teachers from 43 government and private secondary schools in Addis Ababa city. Two-way multivariate analysis of variance and multiple regression were used to analyze the data. The regression analysis revealed that teachers' pedagogical beliefs explained 45.8% of the variance in classroom practice. Teachers were also found to have strong constructivist belief, even though they do not completely reject traditional belief per se. Their constructivist practice is; however, below the expected level, suggesting the interplay of contextual factor(s) which should be further studied. The findings implied the need to redefine continuous professional programs with emphasis on reflective teaching practice and improve climate of secondary schools.

scholarly journals How Do We Evaluate the Good Test of Arabic in High School in Indonesia?/كيف نواصف الاختبار الجيد لمادة اللغة العربية في المدرسة الثانوية بإندونيسيا؟

2018 ◽  
Vol 2 (1) ◽  
pp. 78-94
Author(s):  
Eva Lathifah
Keyword(s):  
Secondary School ◽  
The Other ◽  
Final Exam ◽  
Good Test ◽  
Islamic Schools ◽  
Teaching Objectives ◽  
Test Specifications ◽  
Measurement And Evaluation ◽  
Academic Year

The teaching process consists of four pillars: the teaching objectives, the needs and preparations of the students, the input of behavioral inputs, experiences or educational activities, and the measurement and evaluation. These four pillars are interconnected to each other organically so that one cant be dispensed with the other. Therefore, this research aims to know the calendar in general. The research also deals with the knowledge of the good test specifications in the Islamic schools, especially the secondary school, and the quality of the exam in the final exam in the academic year 2015/2016.إن العملية التدريسية تتكون من أربعة أركان وهي الأهداف التدريسية وحاجات واستعدادات التلاميذ المساة بالمدخلات السلوكية والخبرات أو الأنشطة التعليمية ثم  القياس والتقويم. وترتبط هذه الأركان الأربع بعضها ببعض ارتباطا عضويا بحيث لا يستغنى أحدها عن الأخر. لذا، يهدف هذا البحث إلى معرفة التقويم بوجه عام، كما يتطرق البحث إلى معرفة مواصفات الاختبار الجيد في المدارس الإسلامية بخاصة المدرسة الثانوية ومعرفة جودة الاختبار في الامتحان النهائى المقنن فيها للعام الدراسي 2015/2016 مـ.

scholarly journals La terminologia per il CLIL in lingua straniera e in italiano L2

2021 ◽  
pp. 83-98
Author(s):  
Silvia Gilardoni
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching Practice ◽  
Native Speakers ◽  
Language Teaching ◽  
Integrated Learning ◽  
Second Language Teaching ◽  
Italian Context

In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.

scholarly journals VALIDATION OF MATHEMATICS TEACHING PRACTICE INSTRUMENTS AMONG SECONDARY SCHOOL MATHEMATICS TEACHERS: EXPLORATORY FACTOR ANALYSIS (EFA)

2020 ◽  
Vol 5 (36) ◽  
pp. 56-69
Author(s):  
Norkumalasari Othman ◽  
Nor Hasnida Che Md Ghazali ◽  
Mohd Nazir Md Zabit
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
School Mathematics ◽  
Chi Square ◽  
Secondary School Mathematics ◽  
Bartlett Test ◽  
Value Measure

This study aims to review the instruments of mathematics teaching practice among secondary school mathematics teachers. A total of 100 mathematics teachers were involved as respondents in this study. The data were analyzed descriptively by access to Alpha Cronbach's reliability and EFA analysis using SPSS software. The results of the analysis show that the Alpha Cronbach value is 0.934 which is more than 0.60. Results from the exploration factor analysis show four factors with Eigenvalues greater than 1.0. The KMO value (Kaiser-Meyer-Olkin) 0.867 > 0.6 indicates the items in the variable of attitude towards math are sufficient for inter-correlation. While the Bartlett Test was significant (Chi-Square 1521.621, p <0.05), an anti-image value (Measure of Sampling Adequacy, MSA) for items correlation exceeded 0.6. However, there are three items that need to be removed because the values obtained are less than 0.60, which were the items G11, G14, and G18. The value of the total variance explained by these three factors was 62.76 percent. Therefore, the overall findings indicate that the items for mathematics teaching practice instruments can measure and answer the study objectives.

scholarly journals TEACHERS SHAPE SECONDARY SCHOOL STUDENTS' BEHAVIOURS THROUGH THE USE OF LEARNING THEORIES: THE CASE OF MALAYSIA

2021 ◽  
Vol 6 (42) ◽  
pp. 30-39
Author(s):  
Nurul Syazana Mohd Jelani ◽  
Siti Suria Salim ◽  
Zeinab Zaremohzzabieh
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Experienced Teachers ◽  
Learning Theories ◽  
School Students ◽  
Novel Method ◽  
Way Of Thinking ◽  
Teachers Perspectives

The aim of this study is to explore the understanding and the application of learning theories among the teacher in shaping students’ behaviour. In-depth one-to-one interviews with five experienced teachers were carried out to collect the data. Collected data were analysed based on a qualitative approach by using John Hattie’s eight-mind frame in order to build consistent data. Two themes and twelve sub-themes emerged from the interviews, including mindset (mind-frame 1 to 8) and practices (punishments, rewards, approaches the students, and way of thinking). The findings demonstrated that while teachers' perspectives on learning theories varied, they are largely consistent with Hattie’s mind frame. When perceptions and beliefs are shared, Hattie's mind frames may prove the way of thinking, and it can identify a successful teacher's style of thinking. Learning theories are important for students' learning, according to the teachers in our study, however, it depends on the practices and how the teachers apply the practices in learning theories. Going forward, this research adds to the moulding of school students' behaviours by allowing teachers to use these learning theories in a novel method that could become a new teaching practice in the school system.

Applications: Self-Checking Codes—An Application of Modular Arithmetic

1987 ◽  
Vol 80 (4) ◽  
pp. 312-316
Author(s):  
Eric F. Wood
Keyword(s):  
Secondary School ◽  
Computer Science ◽  
Modular Arithmetic ◽  
Product Codes ◽  
International Standard ◽  
Teaching Of Mathematics ◽  
Grocery Products

In the teaching of mathematics or computer science in secondary school, it is sometimes difficult to find material to present to the students that is interesting, comprehensible, and, at the same time, representative of modern achievement in the discipline. In this article I present two very relevant applications of mathematics and computer science that all students can relate to: International Standard Book Numbers (ISBN) that appear in textbooks and universal product codes that appear on grocery products.

scholarly journals ADDITIONAL EXTRACURRICULAR TEACHING OF MATHEMATICS

2021 ◽  
Vol 11 (1) ◽  
pp. 46-55
Author(s):  
Ahmed Palic ◽  
Tarik Bazdalic
Keyword(s):  
Secondary School ◽  
Grade Point Average ◽  
Economic Status ◽  
Grade Point ◽  
The Past ◽  
School Year ◽  
The Family ◽  
Teaching Of Mathematics ◽  
Large Groups ◽  
Primary And Secondary School

Mathematics as a school subject in primary and secondary school is a significant problem for quite a number of students. Additional classes that are organized and conducted within schools reduce this problem, but not significantly. In supplementary classes, the same is done with large groups, but not individually, and the same teachers teach in the same way that did not give satisfactory results, and similar. For that reason, many resort to the so-called “instructions”, in other words to the extracurricular supplementary lessons of mathematics. The aim of the research is to examine, determine, analyze and present the representation of extracurricular supplementary teaching in mathematics in secondary (high school) education depending on gender, grade, socio-economic status of the family and grade point average in the past school year

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