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.

Interactive Whiteboards

2015 ◽  
pp. 288-307
Author(s):  
Tracy Goodson-Espy ◽  
Lisa Poling
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Technological Pedagogical Content Knowledge ◽  
Interactive Whiteboards ◽  
Mathematical Tasks ◽  
Pedagogical Content ◽  
Secondary Mathematics Teachers ◽  
Critical Mathematics

This chapter examines the literature on the use of Interactive Whiteboards (IWBs) in secondary mathematics instruction and notes barriers and achievements. The chapter links the use of IWBs to models for teaching Technological Pedagogical Content Knowledge (TPACK). Specifically, it proposes ways in which pre-service secondary mathematics teachers can be prepared to use IWBs to help their students develop understanding of critical mathematics ideas while engaging with worthwhile mathematical tasks and engaging in meaningful discourse.

Female Mathematics Educators Recommend Books

1984 ◽  
Vol 77 (3) ◽  
pp. 233-234
Author(s):  
Sylvia Lazarnick ◽  
Marny Frantz
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Secondary Mathematics ◽  
Recent Issue ◽  
Secondary Mathematics Teachers ◽  
School Grades ◽  
Mathematics Educators

A recent issue of the Mathematics Teacher reported the results of an interesting question posed to mathematics educators, “What are the ten most important books for a secondary school (grades 7–12) mathematics teacher to read?” (Leake 1983). As secondary mathematics teachers, we eagerly read the article and at once realized that we needed and wanted to know what books female mathematics educators might recommend. We set out to ask them.

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.

The Forum: The Computer in Secondary Mathematics: The Computer-a Facilitator in Management and Instruction

1973 ◽  
Vol 66 (1) ◽  
pp. 6-83
Author(s):  
E. Glenadine Gibb ◽  
William F. Atchison
Keyword(s):  
Secondary School ◽  
Secondary Mathematics ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
National Council ◽  
Mathematics Educators ◽  
And Mathematics ◽  
Assisted Instruction ◽  
Computer Development

In the midst of the rapidly changing field of computer development, one of the problems facing mathematics teachers in secondary schools and mathematics educators in colleges and universities is the optimal role of the computer in secondary school mathematics classes and the accompanying needs in teacher education to prepare teachers to use the computer in their classes. In 1965 the National Council of Teachers of Mathematics Committee on Computer Oriented Mathematics outlined available options. Since that time, others (including Gleason 1968; Zoet 1969; Alpert and Bitzer 1970; Hansen 1970; Travers 1971; and Jerman 1972) have dealt with the persistent question “How should we use the computer in our schools?” Two general directions seem to have emerged: (1) instructional individ-ualization through computer-managed in-struction (CMI) and computer-assisted instruction (CAI) and (2) the use of the computer as a computational device and as a means of simulating concepts within the present curriculum.

Composing Music: Case Studies in the Teaching and Learning Process

1987 ◽  
Vol 4 (1) ◽  
pp. 25-52 ◽  
Author(s):  
Robert Bunting
Keyword(s):  
Secondary School ◽  
Case Studies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Upper Secondary School ◽  
School Age ◽  
Upper Secondary ◽  
Syllabus Design ◽  
Age Range

In this article the author opens up some of the issues involved in teaching composition to individual pupils of the upper Secondary School age range. To do this he studies the work of two boys over two terms in detail, including many of their sketches, and pays particular attention to the role of the boys' teacher. This study leads to some general considerations: syllabus design, the relationships between composing, performing and listening, and methods of assessment.

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 Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers’ Perceptions

2021 ◽  
Vol 11 (7) ◽  
pp. 349
Author(s):  
Filipa Seabra ◽  
António Teixeira ◽  
Marta Abelha ◽  
Luísa Aires
Keyword(s):  
Secondary School ◽  
Time Management ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Work Conditions ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Open Questions ◽  
Role Of Parents

Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on (i) difficulties throughout ERTL; (ii) students’ constraints in participating in ERTL; (iii) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students’ constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy. Despite the constraints and difficulties, teachers highlighted gains such as the development of digital competencies and the opportunity to transform teaching and learning. Only 18 teachers suggested there were no positive outcomes from this experience. Since this is an exploratory study, further studies are needed to triangulate the findings.

scholarly journals Penggunaan Klinometer sebagai Pendukung Penguatan Konsep Siswa tentang Perbandingan Trigonometri

2019 ◽  
Vol 6 (1) ◽  
pp. 612-619
Author(s):  
Syahrudi Syahrudi
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mastery Learning ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Teaching Aids ◽  
Basic Concepts ◽  
Senior Secondary ◽  
Observational Record

The basic concept of trigonometric ratios now is not excellently grasped by students of Granada Islamic Senior Secondary School. The problem identification result shows that there is students’ ennui due to the indoors mathematics learning. This study aims to reinforce basic concepts of trigonometric ratios by increasing the students’ learning activities and mastery kearning by means of clinometer. The benefits of this study are (1) for mathematics teachers, it is an effort to elaborate science by utilising clinometer in teaching and learning and (2) as for students, it is to enable them applying trigonometry in daily life. Clinometer is one of the simple teaching aids used to measure the height of an object utilizing elevation angles and trigonometric ratios. The tests result and observational record shows that students’ activities increase from 39.39% to 93.93% as well as students' mastery learning that increases from 25% to 84.84%. The result of this study indicates that the use of clinometer may support the students' concepts reinforcement on trigonometric ratios.

scholarly journals Análise de tarefas cognitivamente desafiadoras em um processo de formação de professores de MatemáticaAnalysis of cognitively challenging tasks in a process of mathematics teacher education

2018 ◽  
Vol 20 (2) ◽  
Author(s):  
Cristina Cirino de Jesus ◽  
Márcia Cristina de Costa Trindade Cyrino ◽  
Hélia Oliveira
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Community Of Practice ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematics Teacher Education ◽  
Learning Processes ◽  
Challenging Tasks ◽  
Education Process

Neste estudo investigamos que aspectos da natureza de tarefas cognitivamente desafiadoras são considerados por professoras de Matemática, participantes da “Comunidade de Prática de Professores de Matemática Analisando e Refletindo o Ensino de Matemática” - CoP-ProfMARE. Este estudo constitui-se como uma pesquisa qualitativa com características de pesquisa intervenção. Os resultados evidenciaram que as professoras consideraram três aspectos associados à natureza de uma tarefa cognitivamente desafiadora, como aquela que: (i) permite ao aluno construir suas próprias estratégias, (ii) mobiliza o aluno para que explique suas estratégias e justifique seu pensamento e (iii) não explicita um modo de resolução. As reflexões compartilhadas no processo de formação possibilitaram às professoras conhecer as características e as potencialidades de uma tarefa cognitivamente desafiadora e compreender a relevância do papel do professor no trabalho com esse tipo de tarefa, para promover processos de ensino e de aprendizagem centrados no entendimento dos alunos.In this study we investigated the aspects of the nature of cognitively challenging tasks that are considered by mathematics teachers, as participants of a community of practice. The study is a qualitative research with characteristics of intervention research. The results show that teachers considered three aspects associated with the nature of a cognitively challenging task, such as: allowing the student to construct their own strategies, mobilizing the student to explain his/her strategies and justify his /her thinking and does not specify a way of solving. The shared reflections in education process allowed the teachers to understand the characteristics and potentialities of a cognitively challenging task, as well as the important role of the teacher in promoting teaching and learning processes centered on students’ understanding.

Sign in / Sign up

Export Citation Format

Share Document