scholarly journals In-service mathematics teacher's effective reflective actions during enactment of social constructivist strategies in their teaching

Pythagoras ◽  
2009 ◽  
Vol 0 (69) ◽  
Author(s):  
Lovemore J. Nyaumwe ◽  
David K. Mtetwa
Keyword(s):  
High School ◽  
Case Studies ◽  
Prior Knowledge ◽  
Stratified Sampling ◽  
Social Constructivist ◽  
Classroom Observations ◽  
High School Mathematics ◽  
Mathematics Classrooms ◽  
New Concepts ◽  
Insight Into

This study documents two case studies of in-service teachers whose reflective actions during teaching belonged to the effective category. Stratified sampling was used to select the in-service teachers whose reflective actions during teaching achieved effective reflection category in the first round of assessments. The sampled in-service teachers were jointly observed by two researchers whilst teaching high school mathematics classes in the second and third rounds of assessment visits to determine their teaching actions whilst enacting effective reflective actions. Classroom observations were followed by post lesson reflective interviews. The in-service teachers' effective reflective actions during teaching were noted as aligning learners' prior knowledge with activities to develop new concepts, sensitivity to learners' needs, using multiple pedagogical methods, and causing cognitive conflicts that facilitated learners' reflections on the solutions that they produced. These findings provide insight into theorising in-service teachers' reflective actions that informs reform on appropriate enactment of social constructivist strategies in mathematics classrooms.

Engagement and affect patterns in high school mathematics classrooms that exhibit spontaneous problem posing: an exploratory framework and study

2020 ◽  
Vol 105 (3) ◽  
pp. 435-456
Author(s):  
Lorna Headrick ◽  
Adi Wiezel ◽  
Gabriel Tarr ◽  
Xiaoxue Zhang ◽  
Catherine E. Cullicott ◽  
...  
Keyword(s):  
High School ◽  
School Mathematics ◽  
Problem Posing ◽  
High School Mathematics ◽  
Mathematics Classrooms

Assessment and Grading in High School Mathematics Classrooms

1997 ◽  
Vol 28 (2) ◽  
pp. 187 ◽  
Author(s):  
Sharon L. Senk ◽  
Charlene E. Beckmann ◽  
Denisse R. Thompson
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Classrooms

Activities for Students: Inquiry into Fractals

2009 ◽  
Vol 103 (3) ◽  
pp. 206-212
Author(s):  
Raymond Siegrist
Keyword(s):  
High School ◽  
Building Block ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Imaging Characteristic ◽  
High School Geometry ◽  
School Geometry ◽  
Geometry Teachers ◽  
Simple Building Block ◽  
Insight Into

The exotic images of fractals often pique the interest of high school mathematics students, and this interest presents an opportunity for geometry teachers to draw students into an investigation of transformations and patterns. By using a simple building block and fractals' self-imaging characteristic (as the figure grows, it retains the pattern established by the building block), teachers can bring construction of fractals into the high school geometry curriculum. The three activities described in this article engage students in constructing a fractal, searching a fractal for patterns, and using transformations to build different fractals. Students gain insight into patterns as their fractals grow; they flip or rotate fractal pieces by following a design and translating the pieces into place.

New Thinking about College Mathematics: Implications for High School Teaching

2007 ◽  
Vol 101 (5) ◽  
pp. 354-358
Author(s):  
Robin Marcus ◽  
Tim Fukawa-Connelly ◽  
Michael Conklin ◽  
James T. Fey
Keyword(s):  
High School ◽  
High School Mathematics ◽  
High Stakes ◽  
Mathematics Classrooms ◽  
High Stakes Tests ◽  
School Teaching ◽  
High School Teaching ◽  
New Thinking ◽  
Political Decisions ◽  
Classroom Time

NCTM's Standards and Navigations series, NSF-funded curricula, presentations at professional conferences and workshops, and countless articles in this journal offer many attractive ideas for introducing new mathematics, applications, and instructional approaches. After encountering such ideas, we invariably return to our mathematics classrooms with some great new lessons or enhancements to try. But unless the topics that pique our interest are on the high-stakes tests that our students face, we are inevitably stymied by the sense that we do not have time to cover essential concepts and skills and take even a couple of days off for mathematical explorations that are intriguing to students and teachers but are often considered not good use of classroom time by those responsible for political decisions. We have been puzzling over this frustrating situation—trying to reconcile the persuasive recommendations for change in the content and teaching of high school mathematics with the constraints of increasingly influential testing programs and prescriptive district curricula.

Connecting Research to Teaching: Cooperative Learning and Its Effects in a High School Geometry Classroom

2003 ◽  
Vol 96 (2) ◽  
pp. 112-116
Author(s):  
Angela L. E. Walmsley ◽  
Joe Muniz
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
Active Role ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Classrooms ◽  
High School Geometry ◽  
Learning Mathematics

During our experiences as high school mathematics teachers, we have discovered these three things. First, many high school students do not like to take mathematics courses. These students sometimes find that mathematics is boring and believe that it will be of no use to them after they graduate from high school. Stuart (2000) states that many people think of mathematics as something that causes stress and is unpleasant. Such students have high anxiety about learning mathematics and trying to succeed. Second, students have difficulty expressing their thoughts on paper or in front of their mathematics class. This phenomenon may occur because many traditional mathematics classrooms foster a competitive atmosphere among students (Johnson and Johnson 1989). Third, the students are not accustomed to taking an active role in learning mathematics. In light of these discoveries, we wanted to find a method of teaching high school mathematics classes that would help our students understand and enjoy the mathematics. In particular, we asked the following question: Would our students understand and enjoy mathematics more if we tried a cooperative learning approach rather than the traditionally taught teacher-centered method?

scholarly journals Un estudio exploratorio sobre los errores y las dificultades del alumnado de Bachillerato respecto al concepto de derivada

Aula Abierta ◽  
2018 ◽  
Vol 47 (4) ◽  
pp. 449
Author(s):  
Antonio González-García ◽  
Laura Muñiz-Rodríguez ◽  
Luis José Rodríguez-Muñiz
Keyword(s):  
High School ◽  
High School Students ◽  
Prior Knowledge ◽  
Exploratory Study ◽  
Mathematical Problem ◽  
School Mathematics ◽  
High School Mathematics ◽  
Teaching Techniques ◽  
School Students

RESUMENLos errores que comete el alumnado al resolver una tarea matemática suponen una herramienta poderosa para detectar dificultades en el aprendizaje de esta disciplina. Su diagnóstico permite el desarrollo de técnicas de enseñanza que eviten o remedien su cometido. Este artículo presenta los resultados de un estudio exploratorio cuyo objetivo es analizar los errores que comete el alumnado al estudiar el concepto de derivada de una función. Para ello se examinaron los errores cometidos por 27 estudiantes de 1º de Bachillerato durante la resolución de una serie de ejercicios. Los resultados permiten identificar aquellas categorías en las que los estudiantes cometen mayores errores en el estudio de la derivada. El análisis también revela dificultades causadas por un aprendizaje deficiente de conocimientos previos. Todo ello invita a reflexionar sobre la necesidad de fomentar un análisis lógico y coherente de los conceptos, del lenguaje y de las soluciones, a la hora de resolver problemas matemáticos.Palabras Clave: Bachillerato, Derivada, Dificultades, Errores, Matemáticas.ABSTRACTThe errors that students make when solving a mathematical problem are a powerful tool to detect difficulties in the learning of this discipline. Their diagnosis allows the development of teaching techniques that avoid or rectify their commission. This article presents the results of an exploratory study which aims at analyzing the errors that students make when studying the concept of derivative of a function. To this end, the errors made by 27 high school students during the resolution of a series of exercises are examined. The results allow to identify those categories in which students make a higher number of errors when studying the derivative. The analysis also reveals difficulties caused by poor learning of prior knowledge. The later invites to reflect on the need to promote a logical and coherent analysis of concepts, language and solutions, when solving mathematical problems.Keywords: Derivative, Difficulties, Errors, High school, Mathematics.

scholarly journals Stereotype Threat in High School Classrooms: How It links to Teacher Mindset Climate, Mathematics Anxiety, and Achievement

2020 ◽  
Author(s):  
Eunjin Seo ◽  
You-kyung Lee
Keyword(s):  
High School ◽  
Social Identity ◽  
Stereotype Threat ◽  
Mathematics Anxiety ◽  
National Study ◽  
High School Mathematics ◽  
Mathematics Classrooms ◽  
9Th Grade ◽  
Latino Boys ◽  
Teacher Mindset

As stereotype threat was initially examined in the tradition of experimental research, the effects of stereotype threat have often been tested by temporarily manipulating social identity threat mainly among college students. To extend the literature to adolescents’ naturalistic experience of stereotype threat, we examined 9th grade adolescents’ stereotype threat using National Study of Learning Mindsets data (n~= 6,040; 48.5% girls). Black and Latino boys experienced higher levels of stereotype threat in high school mathematics classrooms, as compared to black/Latino girls and white peers. When students perceived their teachers to create fixed mindset climate, students experienced greater stereotype threat. Stereotype threat, in turn, negatively predicted later achievement via heightened anxiety among black/Latino boys and white girls. The findings highlight the importance of forming mathematics classrooms that cultivate growth mindset and minimize the threat to students’ social identity.

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