scholarly journals Excavating memories: A retrospective analysis of mathematics teachers’ foregrounds

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Nyna Amin
Keyword(s):  
Retrospective Analysis ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
National Development ◽  
Snowball Sampling ◽  
Life Chances ◽  
Memory Work ◽  
Learning Mathematics ◽  
The Future

This article offers a retrospective analysis of mathematics teachers’ experiences as learners in school to examine their foregrounds. Based on Skovsmose’s notion, foregrounds are perceptions of possibilities, impossibilities, hope and despair made by an individual whose life chances are compromised by socio-political adversities and economic deprivation. Since foregrounds are imagined it is not possible to be certain about how the future is realised without engaging in a longitudinal study spanning decades. One way to attempt to do so is through memory work, that is, by excavating the memories of persons who are already living in their foreground. Three mathematics teachers were recruited through snowball sampling to share their memories of teachers of mathematics, learning mathematics in schools and how they envisioned the future. The analysis revealed how exposure to mathematics teaching and learning when they were learners is implicated in shaping the foregrounds of teachers, and the ways in which teacher foregrounds are connected to personal and national development. The participants’ narratives confirmed that, although a foreground is shaped by prevailing conditions, a view to a viable future requires an optimism that goes beyond present situations.

scholarly journals Manajemen kelas dalam pembelajaran matematika di SMA Negeri Yogyakarta

2017 ◽  
Vol 5 (2) ◽  
pp. 189
Author(s):  
Nisak Ruwah Ibnatur Husnul ◽  
Heri Retnawati
Keyword(s):  
High Schools ◽  
Cooperative Learning ◽  
Classroom Management ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Case Study Research ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Waking Up

Penelitian ini bertujuan untuk mengetahui manajemen kelas yang berupa perencanaan, pengorganisasian, penggerakan/kepemimpinan dan pengevaluasian dari pembelajaran matematika yang dilakukan oleh guru matematika di SMA Negeri Yogyakarta. Dengan menggunakan penelitian kualitatif jenis studi kasus ini dilakukan di SMA Negeri 5, 8 dan 9 Yogyakarta dengan subjek data adalah kepala sekolah, guru kurikulum, guru matematika dan siswa. Untuk teknik pengumpulan datanya dengan pedoman observasi dan pedoman wawancara yang dilakukan dengan proses triangulasi dan teknik analisisnya menggunakan analisis induktif dari Miles and Huberman. Hasil penelitian menunjukan bahwa manajemen kelas dalam pembelajaran matematika yaitu (1) perencanaannya dengan penyusunan seperangkat pembelajaran mendatangkan ahli pada MGMP, memberikan waktu 10 menit untuk sarapan dan melakukan pengujian pretest. (2) Pengorganisasianya dengan pendekatan cooperative learning, pendekatan scientific, menekankan siswa yang pasif dan ketika siswa jenuh, guru mengajak bernyanyi. Guru memanfaatkan alat peraga yang mudah dicari dengan melibatkan siswa untuk praktek langsung serta memanfatkan media youtube. (3) Kepemimpinannya dengan guru menguasai keadaan peta kelas, menghafal nama siswa, membangunkan untuk sholat tahajud, memancing siswa untuk aktif dengan memberikan soal susah, memberikan reward dan cerita motivasi melalui youtube. (4) Evaluasi dengan guru melakukan pendekatan kepada siswa dan memiliki program bimbingan individu untuk siswa yang tidak memperhatikan pada saat pembelajaran dan siswa yang tidak menyukai matematika dari awal.Kata kunci: manajemen kelas, pembelajaran matematika CLASSROOM MANAGEMENT IN MATHEMATICS LEARNING AT SENIOR HIGH SCHOOLS IN YOGYAKARTA MUNICIPALITYAbstractThe research aims at finding out the classroom management that such as planning, organizing, actuating/ leadership and evaluating of learning mathematics which is done by mathematics teachers in Senior High Schools (SHS) in Yogyakarta Municipality. By using qualitative research in the form of case study research, this research was conducted at SHS 5, 8, and 9 Yogyakarta with the headmasters, curriculum teachers, mathematics teachers, and students as the subjects of the research. For the technique of collecting data used observation guide and interview guide which was done by using triangulation process and the technique of analyzing the data used inductive analysis by Miles and Huberman. The result of the research reveal that classroom management in learning mathematics, namely (1) the planning by arranging a set of teaching and learning and conducing an expert from mathematics teacher organization (MGMP), giving 10 minutes for breakfast, and conduct a pretest. (2) The organization uses cooperative learning approach, scientific approach, encouraging passive students and when the students were getting bored, the teachers asks to sing a song. They use powerpoint by using appropriate animation, utilizing the tools which are easy to look for and involving students to practice directly and utilizing media such as youtube. (3) The leadership is indicated by teachers mastering the map situation of the class, memorizing the students’ names, waking up for tahajud prayer, enhancing students to be active by providing difficult tasks, giving rewards and telling the motivational stories through video. (4) The evaluation is by teachers approaching toward the students and having individual guidance program for students who do not pay attention to teaching and learning process and the students who dislike mathematics from the beginning.Keywords: classroom management,  teaching and learning mathemathics

scholarly journals TELAAH STRATEGI PEMBELAJARAN MATEMATIKA PADA SEKOLAH ALAM PEKALONGAN

2020 ◽  
Vol 4 (1) ◽  
pp. 92
Author(s):  
Drajat Stiawan
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Data Collection ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
School Principal ◽  
Learning Activities ◽  
Data Presentation ◽  
Learning Mathematics ◽  
Collection Data

Sekolah alam adalah sekolah yang kegiatan pembelajarannya tidak hanya terpaku di dalam kelas, tetapi juga memanfaatkan alam sekitar atau lingkungan sebagai objek pembelajaran. Pembelajaran matematika pada sekolah alam dilakukan sebagai upaya untuk menumbuhkan jiwa siswa menjadi lebih kreatif dan mandiri. Penelitian yang dilakukan bertujuan untuk mendiskripsikan bagaimana pelaksanaan pembelajaran matematika di Sekolah alam Ma’had Islam Pekalongan. Informan adalah kepala sekolah, guru matematika kelas IV dan V sekolah alam SD Ma’had Islam. Teknik dalam pengumpulan data menggunakan observasi dan wawancara. Analisis datanya meliputi pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa pelaksanaan pembelajaran matematika di Sekolah alam SD Ma’had Islam dilakukan di dalam kelas dan di luar kelas. Ketika di dalam kelas menggunkan metode ceramah dan tanya jawab. Saat di luar kelas (out door) lebih banyak menggunakan metode pemberian tugas dan game (bermain) serta memanfaatan bahan-bahan yang ada di Alam, guna memahamkan siswa sesuai dengan materi yang diajarkan oleh guru matematika.ABSTRACTA natural school is a school whose learning activities are not only fixed in the classroom, but also utilize the natural surroundings or the environment as objects of learning. Mathematics learning in natural schools is done as an effort to grow students' souls to be more creative and independent. The research carried out aims to describe how the implementation of mathematics learning in Pekalongan's Ma'had Islam School of Nature. The informants are the school principal, mathematics teacher grades IV and V of the natural school Ma'had Islam elementary school. The technique in collecting data uses observation and interviews. Data analysis includes data collection, data reduction, data presentation and conclusion drawing. The results showed that the implementation of mathematics learning in the natural school of Ma'had Islam Elementary School was done in the classroom and outside the classroom. When in class use the lecture and question and answer method. When outside the classroom (out door) use more methods of giving assignments and games (playing) and utilizing materials available in Nature, in order to understand students according to the material taught by mathematics teachers.

scholarly journals The Impact of the Implementation Three-Step Interview Cooperative Learning Model in Mathematics Learning Toward the Learners’ Activities And Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 8
Author(s):  
Usmadi Usmadi ◽  
Hayatul Hasanah ◽  
Ergusni Ergusni
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Mathematics ◽  
The Impact ◽  
Step Type ◽  
Better Than

This study is motivated by the issues found in observations at school, where the daily teaching activities carried out by teachers show that; teaching and learning activities are classical, the teacher only stands or sits in front of the class, the direct relationship between the teacher and students is rare, and students tend to behave passively, such as coming, listening, reading and writing. To overcome this issues, the researchers conducted a research by applying a three-step type of cooperative learning model interview in learning mathematics in the class. The purpose of this study is to reveal the activities and learning outcomes of students after applying the three-step interview type cooperative learning model. From the results of the study it was found that the learning activities of students during the application of the three step interview cooperative learning model increased at each meeting. Thus it can be concluded that the mathematics learning outcomes of students with learning by applying a three-step interview type cooperative learning model is better than those who do not apply the techniques.

scholarly journals GeoGebra Training for Making Mathematics Learning Media at SMPN 11 Depok

2021 ◽  
Vol 2 (2) ◽  
pp. 67-74
Author(s):  
Roni Al Maududi ◽  
Rini Widia Putri ◽  
Purni Munah Hartuti
Keyword(s):  
Community Service ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
Training Methods ◽  
Learning Mathematics ◽  
Service Activities ◽  
And Algebra

The purpose of this community service activities is to introduce and provide a GeoGebra training to Mathematics teachers at SMP Negeri 11 Depok. GeoGebra is a software that is used as a learning media in Geometry and Algebra as an innovation in learning Mathematics. So far, teachers are using simple tools only to explain about some topics in Mathematics to the students. The community service team will introduce and give a GeoGebra training. The methods that are used are training methods, accommodation, and discussion. The training is carried out by providing theories and practices to the teachers to operate the GeoGebra for Geometry and Algebra. The output target in this community service is the teachers can use GeoGebra as a learning media in Mathematics especially in Geometry and Algebra, GeoGebra module, and scientific articles.

Digital Games for Teaching and Learning of Mathematics in Nigeria Schools

2022 ◽  
pp. 1242-1255
Author(s):  
Ayotola Aremu ◽  
Adebowale Adebagbo
Keyword(s):  
Teaching And Learning ◽  
Mathematics Learning ◽  
National Development ◽  
Study Data ◽  
Technological Advancement ◽  
Learning Games ◽  
Significant Difference ◽  
Mathematics Knowledge ◽  
Mathematics Games ◽  
Primary Pupils

Fractions are among some concepts in mathematics that pupils in Nigeria primary find difficult to learn, and teachers find difficult to teach. These problems require solutions because mathematics knowledge is germane for technological advancement and national development. Pupils need to be actively involved in constructing their knowledge and digital mathematics learning games could be helpful. Thus, this study investigated the effects of digital mathematics games on primary pupils' achievement in fractions concepts. An appropriately validated pupil fractions achievement test (PFAT) was used to collect data for the study. Data collected were analyzed using t-test. It was revealed that pupils exposed to digital mathematics games performed significantly better than those exposed to conventional method. There is significant difference between achievements of male and female pupils exposed to game-based strategy.

Re-Thinking Pre-Service Mathematics Teachers Preparation

2012 ◽  
pp. 316-336 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Teacher Preparation Programs ◽  
Learning Tools ◽  
Preparation Programs ◽  
Teaching Content ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Pre Service Teacher

Powerful and modern digital technologies have significantly impacted mathematics teaching – both what is to be learned and how it should be learned. Technology, pedagogy, and content knowledge (TPACK) is the knowledge that teachers rely on for teaching content with appropriate digital technologies. What preparation do mathematics teachers need in order to develop this knowledge needed for integrating appropriate digital technologies as teaching and learning tools? The challenges of understanding TPACK and identifying appropriate educational programs for pre-service mathematics teachers call for thoughtful attention toward the development of the knowledge, skills, and dispositions that support the dynamic nature embedded within the TPACK construct. The design of appropriate pre-service teacher learning trajectories for developing a rigorous TPACK emphasizes that both how and where they learn to teach mathematics are fundamental to what is learned about teaching and learning mathematics. Redesign ideas and models support re-thinking and re-designing pre-service mathematics teacher preparation programs.

Mathematical Approaches and Strategies

2016 ◽  
pp. 145-169
Author(s):  
Lorelei R. Coddington
Keyword(s):  
United States ◽  
Student Performance ◽  
Mathematics Teachers ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
The United States ◽  
Inclusive Classroom ◽  
Learning Mathematics ◽  
Improve Student Performance ◽  
Support Students

Recent shifts in standards of instruction in the United States call for a balance between conceptual and procedural types of teaching and learning. With this shift, an emphasis has also been placed on ensuring teachers have the knowledge and tools to support students to improve student performance. Since many struggle in learning mathematics, teachers need practical ways to support students while also building their conceptual knowledge. Research has highlighted many promising approaches and strategies that can differentiate instruction and provide needed support. This chapter highlights various examples found in the research and explains how the approaches and strategies can be used to maximize student learning in the inclusive classroom.

Teaching young learners pre-number concepts through ICT mediation

2019 ◽  
Vol 108 (1) ◽  
pp. 3-21
Author(s):  
Judah P Makonye
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Communication Technologies ◽  
Variation Theory ◽  
Control Group ◽  
Traditional Teaching ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Information And Communication

This study focuses on the teaching and learning of the pre-numeracy concepts through technology at Foundation Phase. It pre-supposes that the use of information and communication technology resources presents an innovative way to improve teaching and learning mathematics. The author argues that young children's relational conceptions of number lie at the core of their mathematics education as any subsequent mathematics learning heavily depends on it. This learning process is by no little means assisted through the mathematical activities teachers engage their learners and the resources they avail them, such as information and communication technologies. Principally important are the discursive interactions that ought to arise around the activities and the resources used. The author presumes that mastery learning is advanced by teaching using the variation theory. Teaching through variation aims to anchor knowledge; to make mathematical knowledge visible to amateurs through distinguishing the essential features of an ‘object of learning’ from its non-essential features. A treatment group was taught with information and communication technologies against a control group that used traditional teaching methods. Despite other intervening variables, the results of the study suggested better learning outcomes from the experimental group.

For Your Information: Publications – March 2011

2011 ◽  
Vol 104 (7) ◽  
pp. 557-559
Keyword(s):  
Mathematics Teachers ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Teaching Skills ◽  
Positive Effects ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Preservice Mathematics Teachers

A great deal has been written about mentoring and its positive effects on the development of important teaching skills. By focusing on mentors for preservice mathematics teachers, this work fills a gap in that literature, complementing related publications on mentoring beginning and experienced mathematics teachers. This resource is designed to support mentors in bridging the gap between the theory of teaching and learning mathematics to the reality of the classroom environment. Its useful strategies and information will assist the mentor of preservice mathematics teachers in providing knowledgeable, informed, and supportive guidance.

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