scholarly journals Understanding student understanding in mathematics

Pythagoras ◽  
2004 ◽  
Vol 0 (60) ◽  
Author(s):  
Willy Mwakapenda
Keyword(s):  
Student Understanding ◽  
School Mathematics ◽  
Educational Goals ◽  
Mathematical Concepts ◽  
Simple Question

Understanding is one of the most important traits associated with the attainment of educational goals. However, Nickerson (1985) observes that although the concept of understanding is a fundamental one for education, “what it means to understand is a disarmingly simple question to ask but one that is likely to be anything but simple to answer” (p. 215). A significant concern in school mathematics is learner understanding of mathematical concepts.

The Effects of Two Methods of Presenting a Pedagogical Model to Preservice Teachers

1977 ◽  
Vol 8 (2) ◽  
pp. 107-114
Author(s):  
Lowell F. Ensey ◽  
Thomas J. Cooney
Keyword(s):  
Preservice Teachers ◽  
Secondary School ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Pedagogical Model ◽  
Secondary School Mathematics ◽  
Audio Recordings

Preservice secondary school mathematics teachers, 20 pre-student teachers, and 16 post-student teachers, were introduced to a model for teaching mathematical concepts via two treatments. The subjects prepared and taught the concepts of parallelogram and rhombus, respectively, in two audiotaped microteaching sessions, one before and one after the treatments. The number and variety of moves used and the strategies employed by the subjects in their microlessons were obtained from analyzing the audio recordings. A 2× 2× 2 design was used to detect differences among means or interactions of the two groups, the treatments, and the two microteaching sessions, where the microteaching session was a repeated factor. No significant interactions were found. The microteaching session factor was significant (p<.05), indicating an increase in both the number and variety of moves.

Let's Talk: Promoting Mathematical Discourse in the Classroom

2007 ◽  
Vol 101 (4) ◽  
pp. 285-289 ◽  
Author(s):  
Catherine A. Stein
Keyword(s):  
Mathematical Discourse ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Student Discourse ◽  
Principles And Standards

As part of reform-based mathematics, much discussion and research has focused on the idea that mathematics should be taught in a way that mirrors the nature of the discipline (Lampert 1990)—that is, have students use mathematical discourse to make conjectures, talk, question, and agree or disagree about problems in order to discover important mathematical concepts. In fact, communication, of which student discourse is a part, is so important that it is one of the Standards set forth in Principles and Standards for School Mathematics (NCTM 2000).

Animating Geometry with Flexigons

1994 ◽  
Vol 87 (8) ◽  
pp. 602-606
Author(s):  
Ruth McClintock
Keyword(s):  
Language Skills ◽  
School Mathematics ◽  
Professional Standards ◽  
Physical Models ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Evaluation Standards ◽  
Grade Levels ◽  
Conversation Piece

Viewing mathematics as communication is the second standard listed for all grade levels in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). This emphasis underscores the need for nurturing language skills that enable children to translate nonverbal awareness into words. One way to initiate discussion about mathematical concepts is to use physical models and manipulatives. Standard 4 of the Professional Standards for Teaching Mathematics (NCTM 1991) addresses the need for tools to enhance discourse. The flexigon is a simple and inexpensive conversation piece that helps students make geometric discoveries and find language to share their ideas.

Implementing the Assessment Standards for School Mathematics: Communicating Performance Criteria to Students through Technology

1996 ◽  
Vol 89 (1) ◽  
pp. 66-69
Author(s):  
Nancy C. Lavigne ◽  
Susanne P. Lajoie
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Performance Criteria ◽  
Mathematical Concepts ◽  
Mathematics Classrooms ◽  
Implementing Change ◽  
Mathematics Problems ◽  
Realistic Mathematics ◽  
Assessment Standards ◽  
Teaching Learning

Mathematics education at all levels of schooling is currently undergoing change. Recommendations for improving the teaching, learning, and assessment of mathematics have been translated into standards that furnish guidelines for implementing change in mathematics classrooms (NCTM 1989, 1991, 1995). These standards emphasize the importance of engaging students in performance activities that require solving complex and realistic mathematics problems, reasoning about content and solutions, communicating understanding, and making connections among mathematical concepts.

Fostering Mathematical Thinking through Multiple Solutions

2000 ◽  
Vol 5 (8) ◽  
pp. 534-539
Author(s):  
Jinfa Cai ◽  
Patricia Ann Kenney
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Mathematical Thinking ◽  
School Mathematics ◽  
Reform Movement ◽  
Mathematics Students ◽  
Mathematical Concepts ◽  
Teachers And Students

The reform movement in school mathematics advocates communication as a necessary component for learning, doing, and understanding mathematics (Elliott and Kenney 1996). Communication in mathematics means that one is able not only to use its vocabulary, notation, and structure to express ideas and relationships but also to think and reason mathematically. In fact, communication is considered the means by which teachers and students can share the processes of learning, doing, and understanding mathematics. Students should express their thinking and problem-solving processes in both written and oral formats. The clarity and completeness of students' communication can indicate how well they understand the related mathematical concepts.

Interpreting the Standards: Translating Principles into Practice

1997 ◽  
Vol 4 (4) ◽  
pp. 202-205
Author(s):  
Deborah E. Schifter ◽  
Deborah Carey O'Brien
Keyword(s):  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Mathematics Pedagogy ◽  
Student Centered ◽  
Evaluation Standards

Since the publication of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991). such phrases as “mathematics should be taught for understanding.” “teachers should facilitate the construction of mathematical concepts,” and “classrooms should be student centered” have become identified with a reformed mathematics pedagogy.

scholarly journals Studi Etnomatematika tentang Bagas Godang sebagai Unsur Budaya Mandailing di Sumatera Utara

2019 ◽  
Vol 8 (1) ◽  
pp. 1-12
Author(s):  
Azhari Dewita ◽  
Abdul Mujib ◽  
Hasratuddin Siregar
Keyword(s):  
Local Government ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Local Culture ◽  
Mathematical Concepts ◽  
Geometric Transformations ◽  
Geometric Concepts ◽  
North Sumatra

AbstrakTujuan penelitian ini untuk mengetahui konsep (ide-ide) matematika yang terdapat  pada rumah adat Mandailing  yaitu Bagas Godang. Mandailing adalah salah satu suku Batak yang terletak di Kabupaten Tapanuli Selatan Sumatera Utara. Salah satu unsur budaya Mandailing adalah rumah adat Bagas Godang Sumatera Utara yang seharusnya menjadi perhatian pemerintah daerah setempat. Bagas Godang merupakan unsur budaya Mandailing yang dapat di jadikan media pembelajaran matematika sekolah, sehingga pembelajaran matematika dapat dimulai dari memperkenalkan budaya lokal seperti rumah adat budaya Mandailing atau Bagas Godang. Tulisan ini mengeksplorasi konsep-konsep matematika pada struktur dan ornamen rumah adat Bagas Godang. Pembahasan yang bersifat deskriptif memberi gambaran tentang ornamen rumah adat Bagas Godang lebih terperinci. Hasil eksplorasi dan analisis ornamen-ornamen Bagas Godang ditemukan adanya konsep matematika berupa konsep grup, geometri dan trasformasi geometri dan komposisinya. Ethnomatematic Study of Bagas Godang as a Mandailing Culture Element in North SumateraAbstractThe purpose of this study was to find out the concepts (ideas) of mathematics in the traditional Mandailing house, Bagas Godang. Mandailing is one of the Batak tribes located in South Tapanuli Regency, North Sumatra. One element of Mandailing culture is the traditional house of Bagas Godang, North Sumatra, which should be the concern of the local government. Bagas Godang is an element of Mandailing culture that can be used as a medium for school mathematics learning, so that mathematics learning can be started from introducing local culture such as the traditional Mandailing or Bagas Godang cultural houses. This research explores mathematical concepts in the structure and ornaments of the traditional Bagas Godang house. Descriptive discussion gives an overview of the traditional Bagas Godang house ornaments in more detail. Exploration and analysis of Bagas Godang ornaments found mathematical concepts such as group concepts, geometric concepts, and geometric transformations and their compositions.

scholarly journals Application of the concept of reflection in majejahitan activity by Bali Mulia society

2020 ◽  
Vol 1 (1) ◽  
pp. 13-20
Author(s):  
Jero Budi Darmayasa ◽  
Wahyudin Wahyudin ◽  
Tatang Mulyana
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Data Collection ◽  
Mathematics Learning ◽  
Research Data ◽  
School Mathematics ◽  
Case Study Method ◽  
Mathematical Concepts ◽  
Exploration Phase

This research is qualitative research with case study method. The focus of this research is to explore the value of ethnomathematics in the culture of the Bali Mula society in the Kintamani sub-district, Bali Province. The research starts from the exploration phase of ethnomathematics, mapping ethnomathematics with school mathematics, explores aspects of pedagogy in the preservation of ethnomathematics and concludes on how ethnomathematics is applied to mathematics learning in schools. Data collection was carried out through observation of Mejejahitan activities carried out by Bali Mula women. Data from observations are then linked to the results of documentation analysis and strengthened by the results of interviews. The triangulation method is carried out to check the validity of the research data. Based on the results of data analysis there is a relationship between the activities of Mejejahitan with school mathematics. The mathematical concepts contained in the Majejahitan activity that is reflecting (reflecting) and predicting or predicting patterns. Because there is a relationship between Majejahitan activities with school mathematics, it can be said that there are ethnomathematics values in the culture of the Bali Mula society in Kintamani District, Bali Province.

scholarly journals Features of applying Maple in school mathematics course

2020 ◽  
Vol 26 (4) ◽  
pp. 82-91
Author(s):  
Nursaule Baimakhan ◽  
◽  
Raskul Ibragimov
Keyword(s):  
Teaching Method ◽  
School Mathematics ◽  
Full Time ◽  
Mathematical Concepts ◽  
Mathematics Courses ◽  
Course Content ◽  
State Pedagogical ◽  
Independent Work ◽  
Maple Package ◽  
Mathematics Course

This article discusses the features of using the Maple package in a school math course. The school mathematics course consists of basic mathematical concepts, ideas and principles. The scientific nature of the course content and the abstract nature of the topics studied make this course difficult to study in the classroom. The current situation with the coronavirus pandemic has completely eliminated full-time education and made distance education more relevant. The share of independent work of students has increased significantly. This negatively affects the ability to read and understand very complex material. In this regard, the choice of the Maple package as a method of computer technology and its technological possibilities for the organization of independent work of students in school mathematics courses are justified. The authors of the article developed a technology of teaching using the Maple package for school mathematics courses on the basis of the South Kazakhstan State Pedagogical University. This teaching method is aimed at organizing the independent work of students in the study of school mathematics. Examples of the use of the Maple package to solve some problems in a school math course are presented. Taking into account the specifics of the tasks of teaching mathematics at school, the possibilities and advantages of the technology of organizing students' independent work with the help of the Maple package are considered in detail.

scholarly journals Senior high school mathematics teachers’ perception and use of assessment in the classroom

2019 ◽  
Vol 15 (2) ◽  
pp. 43-54
Author(s):  
Mavis Okyere ◽  
Ernest Larbi
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Senior High School ◽  
School Mathematics ◽  
Educational Goals ◽  
High School Mathematics ◽  
Use Of Assessment ◽  
High School Mathematics Teachers

The study investigated senior high school mathematics teachers’ perception and practices of classroom assessment since assessment is considered a critical tool for assessing the achievement of learning objectives in particular and educational goals in general. The study adopted a mixed-methods design. Sixty-two mathematics teachers were sampled from the selected schools to participate in the study. The instrument used in the data collection was a questionnaire. The internal consistency of the instrument designed had a calculated Cronbach alpha reliability coefficient of 0.74. The quantitative data gathered were analysed using descriptive statistics. The results from the study revealed that mathematics teachers had a positive perception about classroom assessment as most of them indicated that assessment is a tool to inform teaching and learning. There were, however, few teachers who still had a negative perception about assessment. Their reasons being that assessment had always been a tool for assigning grades and also used to promote students, hence had little benefit to teaching and learning process. The study also showed that the mathematics teachers’ practices of classroom assessment did not match up to the views they held about classroom assessment. Retraining of teachers through seminars and workshops were therefore recommended.

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